The Role of Early Childhood Education In Supporting Developmental Outcomes for Children In the Child Welfare System: A Systematic Review

Background:
The child welfare system is guided by three primary goals: ensuring children’s safety, permanency, and well-being. While attention to children’s well-being, particularly their developmental outcomes, has been growing, the evidence base is still emerging. Children involved in the child welfare system (CWS) often experience cumulative risk factors that can negatively affect their cognitive development and behavioral health. Early childhood education (ECE) programs have been recognized as effective interventions that support school readiness and promote positive developmental outcomes among vulnerable children. However, research examining the role of ECE specifically for children in CWS remains relatively limited. Guided by Bronfenbrenner’s bioecological framework, this study conducted a systematic review to synthesize the existing evidence on the role of ECE programs for the developmental outcomes of children involved in CWS. Specifically, the review addresses the following research question: How does participation in early childhood education programs impact cognitive, social–behavioral, and child welfare outcomes among children involved in CWS?

Methods:
Following PRISMA guidelines, a systematic search was conducted across six databases (APA PsycInfo, CINAHL Complete, ERIC, MEDLINE Complete, Social Work Abstracts, and SocINDEX). Studies were eligible if they were peer-reviewed, written in English, employed quantitative methods, and examined the relationship between ECE participation and developmental outcomes among children involved in the CWS. After screening 97 records and removing duplicates, 12 studies met the inclusion criteria. Study characteristics including design, sample size, ECE program type, child outcomes, and measurement tools were extracted and organized in tables. Study quality was evaluated using the NIH Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies. Findings were synthesized across three outcome domains: cognitive, social–behavioral and child welfare related outcomes.

Findings:
Overall, ECE programs showed consistent benefits for the social-emotional development of children involved in CWS, including improvements in social competence, self‑regulation, and socio‑behavioral functioning. Evidence for cognitive outcomes, such as reading, math, language acquisition, and problem-solving was present but more mixed, with effect sizes and consistency generally smaller than for social–emotional domains. Some studies also reported positive influences on maltreatment-related outcomes, including reduced foster care placement and recurrence of maltreatment, although these findings were limited. Notably, gender and racial differences emerged in cognitive outcomes, with girls generally outperforming boys and Black and Hispanic children facing additional systemic barriers.

Implications:
This review highlights ECE has a key protective context for children in the CWS. By supporting cognitive and social-emotional development, ECE may enhance school readiness and resilience among children exposed to adversity. Emerging evidence also suggests ECE participation could reduce foster care placement and recurrence of maltreatment. Findings underscore the importance of strengthening collaboration between child welfare and early education systems, investing in program quality, and providing coordinated supports for vulnerable children. Future research should use longitudinal designs to examine how ECE influences both developmental and child welfare outcomes to guide evidence-based policy and practice.