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How do groups within the sample compare?

The characteristics of the different types of pre-school group were closely related to parental
socio-economic and educational status. The relative advantage of the different groups in the
study can be illustrated by considering mothers’ educational qualifications, which shows a similar
pattern across groups as other socio-economic indicators. The classification of mother’s
educational qualifications by pre-school types within the EPPE sample is shown in table 4.2

Table 4.2 Educational qualifications of mother by pre-school type (% within each pre-
school type).

Clearly the relative advantage of the private day nursery group is apparent from the high
percentage of mothers with a degree or higher qualification. Conversely the relative
disadvantage of the ‘home’ group is also very clear with most mothers in this group having less
than a GCSE qualification. The differences between the other four groups are not so great.
Similar patterns are reflected in other educational and socio-economic variables.

Consideration was given to whether type of pre-school centre differences reflect socio-economic
status or whether the differences between the users of different types of pre-school centre go
beyond differences in socio-economic status.

Parental characteristics of level of employment, marital status, parental age and qualifications all
varied with socio-economic classification and the variation by type of pre-school centre reflected
this variation. In addition to variation linked to socio-economic status, maternal levels of paid
employment were also linked to type of pre-school centre and amount of previous childcare
used. Both maternal employment and previous childcare use were highest for the private day
nurseries and Local Authority day nurseries.

When the child’s health, development and behaviour were considered, to a large extent, a similar
pattern emerged of type of pre-school differences following the pattern of socio-economic
differences. Recent health and potentially disruptive life events for children appeared to be
related neither to social class nor type of pre-school centre.

Children’s activities in the home were considered in terms of educational activities, TV and video
watching, and rules concerning TV and bedtime. Home learning activities were only weakly
associated with mother’s educational level and family SES. Rules regarding TV and bedtime,
however, did not show a consistent relationship with social background.

Parents use of and involvement with pre-school centres, demonstrated relationships with socio-
economic differences. For example, parents from higher socio-economic groups were more
likely to visit centres and more likely to attend meetings with staff and to be involved in policy
discussions. Parents from higher socio-economic groups were also more likely to express
concern with the atmosphere and educational activities in their choice of pre-school centre.
However, there were a number of differences that were related to type of pre-school centre
rather than deriving from parental socio-economic differences. These included:

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