Low Early Childhood Care and Education Attendance Among Children with Developmental Difficulties in Turkey Highlights Need for Targeted Support

October 13, 2026 2 Min Read

Study Reveals Low ECCE Participation Among Young Children with Developmental Difficulties in Turkey

A recent study conducted at Ankara University’s Developmental Paediatrics Division has found that early childhood care and education (ECCE) attendance among children with developmental difficulties (DDs) in Turkey remains notably low. This research sheds light on disparities in early learning opportunities for children with special developmental needs in middle-income countries.

Key Findings from the Turkish Cohort

The cross-sectional study included 482 children aged 12 to 60 months who were visiting the tertiary referral clinic for the first time due to developmental concerns between January 2022 and January 2023. Among these children, 64.9% were boys, with a median age of 32 months.

Developmental profiles included isolated language delay (17.6%), autism spectrum disorder (14.9%), global developmental delay (12.4%), and behavioral problems (10.2%). Additionally, 22.8% had chronic health conditions, and 14.1% were born preterm.

Only 14.9% of the children were reported to be attending any form of ECCE program. The study identified two significant factors associated with higher ECCE attendance: children aged 36 months or older were nearly six times more likely to attend ECCE, and children with working mothers were over three times more likely to be enrolled.

Context and Implications

The World Health Organization’s Nurturing Care Framework emphasizes early learning as a critical component of optimal child development. However, this study highlights ongoing inequalities in access to early education for children with developmental difficulties in low- and middle-income countries (LMICs) like Turkey.

Children under three years of age and those with homemaker mothers were less likely to receive early educational support, despite the importance of early intervention for developmental progress. This gap suggests a need for targeted policies and programs to improve access and equity in early childhood education services.

Considerations and Next Steps

While the study provides valuable insights, it is based on a clinical sample from a single tertiary center, which may limit generalizability. Further research across diverse settings is warranted to better understand barriers to ECCE attendance and to develop effective strategies tailored to families’ needs.

Improving early care and education access for children with developmental difficulties is essential, especially in LMICs where resources may be limited. Strengthening support for families, particularly those with younger children and non-working mothers, could enhance developmental outcomes and long-term wellbeing.

For more detailed information, see the original study published in Child Care Health and Development: https://pubmed.ncbi.nlm.nih.gov/42865113/.