A modelling and feasibility study of a Positive Early Childhood Education (PECE)

This project will assess the feasibility of a Positive Early Childhood Education (PECE) programme in the UK.

Research shows that social and emotional development in the early years is linked to subsequent achievement, interpersonal behaviours, mental health, and healthy living. Children from families experiencing deprivation are at higher risk of poor outcomes, and this is likely to increase in the wake of the pandemic. Healthy social and emotional skills and behaviour can be fostered in early years settings. However, nursery managers and Early Childhood Educators report a lack of support to address emotional wellbeing and attainment, highlighting the need for effective and affordable training.

PECE is a professional development programme that aims to build educators’ abilities to provide responsive and attentive educator interactions, stimulating play, learning experiences, and calm consistent limit setting; helping to promote children’s development, social competence, and self-regulation. The programme also seeks to support early years settings meeting the early learning goals of the Early Years Foundation Stage within personal, social, and emotional development.

The main aim of the project is to establish the feasibility and acceptability of PECE in early years settings and families in advance of a larger-scale trial.

The project will also:

• Characterise the components and mechanisms of the PECE programme which bring about change in educators’ and children’s outcomes.
• Inform the acceptability and feasibility of measuring the impact of PECE programmes on children’s early social and emotional development.
• Investigate potential social, environmental, and demographic factors to better understand trends in uptake, engagement, attrition, and outcomes.

The outputs of the project will include a trial protocol for a phase 2 exploratory clustered randomised-controlled trial, forming the basis of future work and evaluation of PECE programmes. Wider conclusions will be made about the strengths and challenges of embedding scientific rigour into service evaluation, and the acceptability of interventions in early years settings. Findings will be made available through a publicly available report, articles published in practitioner and academic journals, and presentations. Policymakers and practitioners will be engaged with through the Education Select Committee and All Party Parliamentary Groups Childcare and Early Education.