Edited by Hans-Peter Blossfeld, Professor of Sociology, University of Bamberg, Germany, Nevena Kulic, Research Fellow, European University Institute, Italy, Jan Skopek, Associate Professor in Sociology, Department of Sociology, Trinity College Dublin, Ireland and Moris Triventi, Department of Social and Political Sciences, University of Milan, Italy

'This book provides a multidisciplinary and international perspective on early childhood inequalities. It offers a rich collection of empirical analysis addressing the questions of why early inequalities develop, and what can be done to address them. This is a must-read for anyone interested in the development of educational inequalities during the earliest years of children's lives.'

• Contents: ForewordPart I: Introduction 1. Childcare, early education, and social inequality: Perspectives for a cross-national and multidisciplinary studyNevena Kulic, Jan Skopek, Moris Triventi, and Hans-Peter BlossfeldPart II: Patterns of care arrangements2. Who cares for the children? Family social position and childcare arrangements in Italy, 2002-12Ylenia Brilli, Nevena Kulic, and Moris Triventi 3. Early education and care in Post-Soviet Russia: Social policy and inequality patternsYuliya Kosyakova and Gordey Yastrebov4. Time on leave, timing of preschool – The role of socioeconomic background for preschool start in SwedenIda Viklund and Ann-Zofie DuvanderPart III: The role of family care quality5. The emergence of social disparities – Evidence on early mother–child interaction and infant development from the German National Educational Panel Study (NEPS)Sabine Weinert, Manja Attig, and Hans Günther Roßbach6. Social inequality in cognitive outcomes in Ireland: What is the role of the home-learning environment and childcare?Frances McGinnity, Patricia McMullin, Aisling Murray, and Helen RussellPart IV: Consequences of care and preschool for early and later educational outcomes7. Preschool and reading competencies – A cross-national analysisJohanna Dämmrich and Gøsta Esping-Andersen8. Long-term effects of a system of high-quality universal preschool education in the United StatesW. Steven Barnett and Ellen C. Frede9. Effectiveness of Dutch targeted preschool education policy for disadvantaged children: Evidence from the Pre-COOL studyPaul Leseman, Hanna Mulder, Josje Verhagen, Martine Broekhuizen, Saskia van Schaik, and Pauline Slot10. What levels the playing field for socioeconomically disadvantaged children in the Norwegian ECEC model?Henrik D. Zachrisson, Eric Dearing, Sigrid Blömeke, and Thomas Moser11. Early childcare, child cognitive outcomes, and inequalities in the United KingdomDaniela Del Boca, Daniela Piazzalunga, and Chiara Pronzato12. Entry to formal childcare and abilities of preschoolers: A comparison of East and West GermanyJan Skopek13. Childcare arrangements at preschool age and later child outcomes in Denmark: The role of maternal education and type of careSusanne Wahler, Sandra Buchholz, and Asta Breinholt 14. Home sweet home? Long-term educational outcomes of childcare arrangements in FinlandAleksi Karhula, Jani Erola, and Elina Kilpi-JakonenPart V: Discussion and conclusions 15. Childcare, early education and compensation of educational (dis)advantage – Evidence from a multidisciplinary and international projectJan Skopek, Nevena Kulic, Moris Triventi, and Hans-Peter Blossfeld Index

Edited by Hans-Peter Blossfeld, Professor of Sociology, University of Bamberg, Germany, Nevena Kulic, Research Fellow, European University Institute, Italy, Jan Skopek, Associate Professor in Sociology, Department of Sociology, Trinity College Dublin, Ireland and Moris Triventi, Department of Social and Political Sciences, University of Milan, Italy

'This book provides a multidisciplinary and international perspective on early childhood inequalities. It offers a rich collection of empirical analysis addressing the questions of why early inequalities develop, and what can be done to address them. This is a must-read for anyone interested in the development of educational inequalities during the earliest years of children's lives.'

• Contents: ForewordPart I: Introduction 1. Childcare, early education, and social inequality: Perspectives for a cross-national and multidisciplinary studyNevena Kulic, Jan Skopek, Moris Triventi, and Hans-Peter BlossfeldPart II: Patterns of care arrangements2. Who cares for the children? Family social position and childcare arrangements in Italy, 2002-12Ylenia Brilli, Nevena Kulic, and Moris Triventi 3. Early education and care in Post-Soviet Russia: Social policy and inequality patternsYuliya Kosyakova and Gordey Yastrebov4. Time on leave, timing of preschool – The role of socioeconomic background for preschool start in SwedenIda Viklund and Ann-Zofie DuvanderPart III: The role of family care quality5. The emergence of social disparities – Evidence on early mother–child interaction and infant development from the German National Educational Panel Study (NEPS)Sabine Weinert, Manja Attig, and Hans Günther Roßbach6. Social inequality in cognitive outcomes in Ireland: What is the role of the home-learning environment and childcare?Frances McGinnity, Patricia McMullin, Aisling Murray, and Helen RussellPart IV: Consequences of care and preschool for early and later educational outcomes7. Preschool and reading competencies – A cross-national analysisJohanna Dämmrich and Gøsta Esping-Andersen8. Long-term effects of a system of high-quality universal preschool education in the United StatesW. Steven Barnett and Ellen C. Frede9. Effectiveness of Dutch targeted preschool education policy for disadvantaged children: Evidence from the Pre-COOL studyPaul Leseman, Hanna Mulder, Josje Verhagen, Martine Broekhuizen, Saskia van Schaik, and Pauline Slot10. What levels the playing field for socioeconomically disadvantaged children in the Norwegian ECEC model?Henrik D. Zachrisson, Eric Dearing, Sigrid Blömeke, and Thomas Moser11. Early childcare, child cognitive outcomes, and inequalities in the United KingdomDaniela Del Boca, Daniela Piazzalunga, and Chiara Pronzato12. Entry to formal childcare and abilities of preschoolers: A comparison of East and West GermanyJan Skopek13. Childcare arrangements at preschool age and later child outcomes in Denmark: The role of maternal education and type of careSusanne Wahler, Sandra Buchholz, and Asta Breinholt 14. Home sweet home? Long-term educational outcomes of childcare arrangements in FinlandAleksi Karhula, Jani Erola, and Elina Kilpi-JakonenPart V: Discussion and conclusions 15. Childcare, early education and compensation of educational (dis)advantage – Evidence from a multidisciplinary and international projectJan Skopek, Nevena Kulic, Moris Triventi, and Hans-Peter Blossfeld Index

Edited by Hans-Peter Blossfeld, Professor of Sociology, University of Bamberg, Germany, Nevena Kulic, Research Fellow, European University Institute, Italy, Jan Skopek, Associate Professor in Sociology, Department of Sociology, Trinity College Dublin, Ireland and Moris Triventi, Department of Social and Political Sciences, University of Milan, Italy

'This book provides a multidisciplinary and international perspective on early childhood inequalities. It offers a rich collection of empirical analysis addressing the questions of why early inequalities develop, and what can be done to address them. This is a must-read for anyone interested in the development of educational inequalities during the earliest years of children's lives.'

• Contents: ForewordPart I: Introduction 1. Childcare, early education, and social inequality: Perspectives for a cross-national and multidisciplinary studyNevena Kulic, Jan Skopek, Moris Triventi, and Hans-Peter BlossfeldPart II: Patterns of care arrangements2. Who cares for the children? Family social position and childcare arrangements in Italy, 2002-12Ylenia Brilli, Nevena Kulic, and Moris Triventi 3. Early education and care in Post-Soviet Russia: Social policy and inequality patternsYuliya Kosyakova and Gordey Yastrebov4. Time on leave, timing of preschool – The role of socioeconomic background for preschool start in SwedenIda Viklund and Ann-Zofie DuvanderPart III: The role of family care quality5. The emergence of social disparities – Evidence on early mother–child interaction and infant development from the German National Educational Panel Study (NEPS)Sabine Weinert, Manja Attig, and Hans Günther Roßbach6. Social inequality in cognitive outcomes in Ireland: What is the role of the home-learning environment and childcare?Frances McGinnity, Patricia McMullin, Aisling Murray, and Helen RussellPart IV: Consequences of care and preschool for early and later educational outcomes7. Preschool and reading competencies – A cross-national analysisJohanna Dämmrich and Gøsta Esping-Andersen8. Long-term effects of a system of high-quality universal preschool education in the United StatesW. Steven Barnett and Ellen C. Frede9. Effectiveness of Dutch targeted preschool education policy for disadvantaged children: Evidence from the Pre-COOL studyPaul Leseman, Hanna Mulder, Josje Verhagen, Martine Broekhuizen, Saskia van Schaik, and Pauline Slot10. What levels the playing field for socioeconomically disadvantaged children in the Norwegian ECEC model?Henrik D. Zachrisson, Eric Dearing, Sigrid Blömeke, and Thomas Moser11. Early childcare, child cognitive outcomes, and inequalities in the United KingdomDaniela Del Boca, Daniela Piazzalunga, and Chiara Pronzato12. Entry to formal childcare and abilities of preschoolers: A comparison of East and West GermanyJan Skopek13. Childcare arrangements at preschool age and later child outcomes in Denmark: The role of maternal education and type of careSusanne Wahler, Sandra Buchholz, and Asta Breinholt 14. Home sweet home? Long-term educational outcomes of childcare arrangements in FinlandAleksi Karhula, Jani Erola, and Elina Kilpi-JakonenPart V: Discussion and conclusions 15. Childcare, early education and compensation of educational (dis)advantage – Evidence from a multidisciplinary and international projectJan Skopek, Nevena Kulic, Moris Triventi, and Hans-Peter Blossfeld Index