L’école maternelle à la source de la réduction desinégalités sociales : une comparaison internationale = Nursery education and reducing social inequalities: an international comparison

In recent decades early childhood education and care (ECEC) has had a high political and policy profile at national and supranational levels. A growing body of research has found that ECEC can improve children’s cognitive abilities, make children’s learning outcomes more equitable, reduce poverty and improve social mobility from one generation to the next (OECD, 2013). In France, nursery education is very well-embedded and has progressively catered for 4 and 3 year olds: attendance at nursery school has become the norm, with universal uptake. This report examines the evidence from international studies and provides a more in-depth comparison of the ECEC policies that have been adopted in Denmark, France, England and Québec. The paper presents evidence suggesting that universal access to nursery education has the potential to reduce social inequalities in French schools given that it tends to have a greater impact on children from disadvantaged backgrounds. A move towards universal provision for 2 year olds could mean that, over time, attendance would become the norm for this age group as it is for 3 and 4 year olds, so offering enhanced opportunities for children from disadvantaged families and at the same time reducing inequalities and fostering social mixing.