By Sarah-Eve Farquhar
A popular notion in our society is that participation in ECE is something that advantages (all) children in their development and gives them the best head start for school.
The findings of a large scientifically rigorous study reported in an international scientific journal alongside a now considerable body of research on the effects of ECE on children (e.g. see Magnuson, et. al., 2004) exposes this notion as mostly wishful thinking.
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