The Matthew Effect in Early Childhood Education and Care

Abstract

Abstract This chapter reviews the current evidence on the Matthew effect and discusses its relevance for understanding the outcomes of present-day family policies. The chapter discusses how the Matthew effect is studied and interpreted in sociology and in the field of family policy, focusing on subtleties involved in studying the phenomenon and its root causes, how it is conceptualized, and its functions or dysfunctions. An empirical illustration is presented of how the Matthew effect in childcare services across European countries can be studied and understood. The results show that in the majority of countries, participation in childcare is biased against poor children. While childcare use has risen over time, inequality did not decline to the same extent. This means that the children who would benefit most from being integrated into high-quality childcare are those currently most likely to be excluded. This not only jeopardizes the potential of childcare provision to reduce inequalities in early life but might even fuel compounding inequalities over the life course. Potential pathways to redress childcare policies in order to foster socioeconomic equality in childcare participation are explored. The chapter ends with a call to arms for more advanced studies into the causes, mechanisms, and consequences of the Matthew effect in social and family policies, with a particular focus on life-course approaches.