Funded by the Burgundy Franche Comté Region
Research into the effects of early nursery schooling (from age 2) on subsequent schooling has shown its positive effects, particularly for children from less advantaged social backgrounds (Caille, 2001; Filiatriau et al., 2013). However, while the positive effect of schooling from the age of two is observable in the short term, some studies show that it may fade a few years later, at least from the point of view of pupil performance (Caille and Rosenwald, 2006). Nevertheless, an abundance of international literature highlights the positive influence of early schooling on many academic and non-academic skills, with effects that are not limited to school (Heckman et al., 2012). In many countries, it reduces the risk of young people dropping out of school and becoming socially excluded.
This research project, based on the ELFE survey, examines the effects according to students’ social, cultural and geographical background. Depending on the reasons for early schooling, the socio-demographic characteristics of the families concerned, the parenting practices deployed at the same time, and territorial configurations, the positive effects of early schooling on performance and school careers may differ.
Link to the ELFE survey: https://www.elfe-france.fr/