This chapter summarizes research within Young Lives into early childhood transitions, looking at children?s experiences of early transitions within early childhood and primary education in three of the four Young Lives study countries. Numerous lines of research have converged to produce a compelling case for prioritizing early childhood care and education (ECCE) services. Research demonstrates that the earliest years of a child?s life are a crucial period of biological, neurological, psychological, social, and emotional growth and change; that poverty and other disadvantages can impact in numerous (and in some respects irreversible) ways on ?developmental potential? and that well-planned early interventions can have long-term positive outcomes for children.

Reference: Woodhead, Martin (2012) ' Pathways through Early Childhood Education in Ethiopia, India, and Peru: Rights, Equity, and Diversity', in Jo Boyden and Michael Bourdillon (eds) Childhood Poverty. Multidisciplinary Approaches (pp.241-260). Basingstoke: Palgrave Macmilllan.