early childhood education reading answer

IELTS Academic Reading: Cambridge 5 Test 3 Reading passage 1; Early Childhood Education; with best solutions and best explanations

This Academic IELTS Reading post focuses on solutions to IELTS Cambridge 5 Reading Test 3 Reading Passage 1 which is titled ‘ Early Childhood Education’ . This is a targeted post for IELTS candidates who have big problems finding out and understanding Reading Answers in the AC module. This post can guide you the best to understand every Reading answer without much trouble. Finding out IELTS Reading answers is a steady process, and this post will assist you in this respect.

IELTS Cambridge 5 Test 3: AC Reading Module

Reading Passage 1: Questions 1-13

Title of the passage: Early Childhood Education

Questions 1-4: Identifying information

[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]

Question no. 1: details of the range of family types involved in an education programme

Keywords for the question: range of family types, involved in, education programme,

In section D, we find two paragraphs. At the end of the first paragraph, in lines 11-17, the author says, “ .. . . The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home .”

Here, single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home = details of the range of family types,

So, the answer is: D

Question no. 2: reasons why a child’s early years are so important

Keywords for the question: reason, why, child’s early years, so important,

Both the paragraphs in section B provide details about the importance of the early years of a child. In the first paragraph, the writer says, “ … .. by the age of three , most children have the potential to understand about 1000 words .. .. .”

Then, in the second paragraph, the writer says again, “. .. . research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life , and during the first three years children learn the basic skills they will use in all their later learning both at home and at school.”

So, the answer is: B

Question no. 3: reasons why an education programme failed

Keywords for the question: reasons, why, education programme, failed,

Section C contains two paragraphs. In the first paragraph, the writer talks about the ‘Headstart’ education programme .

Then, in the second paragraph, the writer says at the beginning, “Despite substantial funding, results have been disappointing .”

Here, results have been disappointing = the education programme failed,

So, the answer is: C

Question no. 4: a description of the positive outcomes of an education programme

Keywords for the question: description, positive outcomes, education programme,

In section E, the author of the passage says in the beginning, in lines 1-7, “At the age of three, the children who had been involved in the ‘Missouri’ programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal .”

Here, the results were phenomenal = positive outcomes,

Then, in the following lines, the writer provides a detailed description of the positive outcomes.

So, the answer is: E

Question 6-9: Classifying groups

[This type of question asks candidates to classify information from the given reading text. Candidates are given some groups from the text, and a list of options, which are listed as A, B, C etc. They must match the correct groups with the correct options.

N.B.: This question doesn’t follow any sequence. So, they should be answered after all other questions in the passage.]

Question no. 5: was administered to a variety of poor and wealthy families

Keywords for the question: administered to, variety of, poor and wealthy families,

In section E, the author says about the ‘Missouri’ programme in lines 4-5 of the first paragraph, “ .. .. a cross-section of children selected from the same range of socio-economic backgrounds and family situations .. .”

Then, in the second paragraph, the writer says in the last lines, “ .. . . That interaction was not necessarily bad in poorer families .”

Moreover, in section D, take a look at these lines in the first paragraph, “ . .. . The ‘Missouri’ programme was predicated on research showing that .. … . The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. . .. . ”

Here, a cross-section of socio-economic status = both poor and wealthy families,

This means the ‘Missouri’ programme was administered to a variety of poor and wealthy families.

So, the answer is: B (the ‘Missouri’ programme)

Question no. 6: continued with follow-up assistance in elementary schools

Keywords for the question: continued with, follow-up assistance, elementary schools,

We can learn from the passage that both the ‘Headstart’ and ‘Missouri’ programmes aimed at children’s early education before the age of three. So, logically, neither the ‘Headstart’ nor the ‘Missouri’ programme continued with further assistance in elementary schools.

So, the answer is: D (neither the ‘Missouri’ nor the ‘Headstart’ programme)

Question no. 7: did not succeed in its aim

Keywords for the question: did not succeed, its aim,

Section C contains two paragraphs. In the first paragraph, the writer talks about the ‘Headstart’ programme .

Here, results have been disappointing = the education programme failed or did not succeed in its aim,

So, the answer is: A (the ‘Headstart’ programme)

Question no. 8: supplied many forms of support and training to parents

Keywords for the question: supplied, many forms of, support and training, parents,

The writer gives details about the ‘Missouri’ programme in section D, “ . . . a pilot programme was launched in Missouri in the US that focused on parents as the child’s first teachers… .. The programme involved trained parent-educators visiting the parent’s home and working with the parent, or parents, and the child . Information on child development, and guidance on things to look for and expect as the child grows were provided , plus guidance in fostering the child’s intellectual, language, social and motor-skill development .”

Here, Information on child development, and guidance on things to look for and expect as the child grows were provided , plus guidance in fostering the child’s intellectual, language, social and motor-skill development = the many forms of support and training supplied to parents,

Question no. 9: received insufficient funding

Keywords for the question: received, insufficient funding,

In section C, we find about the sufficient funding for the ‘Headstart’ programme, “Despite substantial funding, results have been disappointing. . ..” So, the ‘Headstart’ programme received substantial or sufficient funding.

Then, in section D, in the second paragraph, the writer provides a detailed description of guidance and support provided to parents and children by the ‘Missouri’ programme. This means the programme received more than sufficient funding.

Question no. 10: was designed to improve pre-schoolers’ educational development

Keywords for the question: was designed, improve, pre-schoolers’ educational development,

In section D, the author of the passage says that the ‘Missouri’ programme “ .. . . included 380 families who were about to have their first child . .. .”. Moreover, this programme lasted

in 4 years. In these 4 years, the programme provided training and support to the parents and medical check-ups for the children. So, this is understood that this programme was designed to improve the pre-schooler’s ( first child ) educational development.

Moreover, in section C, the writer says that ‘Headstart’ programme “ . .. . took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.”

Therefore, we can realize that both the programmes were designed to improve pre-scholers’ educational development.

So, the answer is: C (both the ‘Missouri’ and the ‘Headstart’ programme)

Questions 11-13: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the information in the passage – TRUE The statement in the question contradicts with the information in the passage – FALSE If there is no information on this – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question no. 11: Most ‘Missouri’ programme three-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others.

Keywords for the question: most ‘Missouri’ programme, three-year-old, scored, highly, areas, such as, listening, speaking, reasoning, interacting with others,

The first paragraph in section E provides us with the answer to this question. The writer presents the phenomenal results of the ‘Missouri’ programme here, “ . . . The results were phenomenal . By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development , in fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension , verbal ability and language ability.”

Here, auditory comprehension = listening, verbal ability = speaking, problem solving = reasoning, social development = interacting with others,

So, the answer is: TRUE

Question no. 12: ‘Missouri’ programme children of young, uneducated, single parents scored less highly on the tests.

Keywords for the question: ‘Missouri’ programme children, young, uneducated, single parents, scored, less highly, tests,

In the second paragraph of section E, the writer says, “ . . .. Most important of all, the traditional measures of ‘risk’, such as parents’ age and education, or whether they were a single parent , bore little or no relationship to the measures of achievement and language development . Children in the programme performed equally well regardless of socio-economic disadvantages . . ..”

Here, performed equally well regardless of socio-economic disadvantages = scored equal, not less highly,

So, the answer is: FALSE

Question no. 13: The richer families in the ‘Missouri’ programme had higher stress levels.

Keywords for the question: richer families, ‘Missouri’ programme, had, higher stress levels,

The explanation regarding the ‘Missouri’ programme was given in section D and E. However, there was no mention of stress levels in the richer families here.

So, the answer is: NOT GIVEN

Click here for solutions to Cambridge 5 AC Test 3 Reading Passage 2

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Early Childhood Education – IELTS Reading Answers

Updated On Oct 10, 2023

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The Academic passage ‘Early Childhood Education’ is a reading passage that appeared in an IELTS Test.

It contains some of the IELTS reading question types. If you are interested in familiarising yourself with all the question types, don’t hesitate to take an IELTS reading practice test .

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Early Childhood Education Reading Answers with Explanation

Are you an IELTS student looking for a reading passage for better preparation? If yes, then you are on the right page solve early childhood education reading answers for reference. It will make your practice effective and enhance your skimming and scanning ability.

The reading section of IELTS assesses students' language skills by 4-5 types question types. However, you have to answer all questions in 20 minutes approx. So, try to solve the below-mentioned passage within timeline. Hope you will get all the solutions correct within the duration. But, if you are lacking somewhere then do not worry you can prepare yourself for the exam with IELTS free mock test provided by us.

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Answer of Early Childhood Education Reading Passage with Explanation

Let us learn the explanations of early childhood education reading answers. By reading below you will get to know the reasons for mentioned solutions.

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Question 10

Question 11, question 12, question 13, practice makes a man perfect take free ielts mock tests and master individual sections, predict your ielts band for free through band predictor tool.

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The above reading passage is a report that was published last August by the New Zealand Government’s Early Childhood Care and Education Working Group. In this write-up, the report argued to enhance equity of access and better funding for childcare and early childhood education institutions. To ace the early childhood education reading answers you have to skim through six paragraphs with three types of questions.

Furthermore, read the entire passage to carefully grasp the importance of the paragraphs in the IELTS exam. It assesses your important communication skills like reading, vocabulary, grammar, and so on. Moreover, taking the test on the first attempt is difficult, so having the best study material and resources with you for effective practice is essential. However, to take the top online IELTS coaching register yourself with Gradding.com to experience high-quality teaching with the easy-to-use AI-powered platform.

Tips to Ace the Reading Passage on “Early Childhood Education”

Below are some tips as per each question type to solve early childhood education reading answers with ease:

Paragraph Information: Sometimes, not all paragraphs will be used. Even one paragraph might be used more than once. So, make sure to read the question directions carefully.
Matching Features: Scan the specific keywords or their synonyms that you find in the given features.
True/ False & Not Given: The questions follow the order of the text, so the answer comes in order.

These are the types you should consider while taking the IELTS reading section. Further, if you want more help you can take the IELTS reading mock test to familiarize yourself with the exam. Further, read below to understand the type of questions in the given passage.

Types of Questions in this Reading Passage

To solve early childhood education reading answers you should understand the given three types of questions. So, let’s discuss and know each of them in detail.

Paragraph Information (1-4)

In this question type, you will given a reading passage followed by a list of statements. From there, you are asked to choose the information that best fits the content.

Additionally, pay attention to keywords and sections, you must be aware of paraphrasing to find the right data. Since the answer is not in the following paragraph location, be sure to read each section carefully. There may be two answers in one paragraph, while the other does not provide the needed details.

Matching Features (5-10)

It assesses your ability to understand the relationship between facts from reading, as well as the ability to identify ideas and opinions.

In this, you will asked to read the paragraphs and then check the list of statements with the information provided. For example- based on your task, you might need to match a researcher's name to his discovery or a historical occasion to its timeline.

True/ False and Not Given (11-13)

When working on this type of question, you must find whether each text gives correct information or not based on the text. Because, as the name implies, if the question is right, the answer you can choose “True” or “Yes”. Meanwhile, if it is incorrect, you can write “False” OR “No”. In addition, you can select “Not Given”, if the statement is not mentioned in the passage.

Preparing for the IELTS reading section often requires an understanding of the different types of questions that come with the tasks. The above-given early childhood education reading passage provides you with a detailed explanation and helps you enhance your skimming and scanning abilities for the reading section.

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Early Childhood Education: IELTS Reading With Answers

IELTS Academic Test – Passage 07: Early Childhood Education reading with answers explanation, location and pdf summary. This reading paragraph has been taken from our huge collection of Academic & General Training (GT) Reading practice tests PDF’s.

Early Childhood Education

New Zealand’s National Party spokesman on education, Dr Lockwood Smith, recently visited the US and Britain. Here he reports on the findings of his trip and what they could mean for New Zealand’s education policy :

‘ Education To Be More ‘ was published last August. It was the report of the New Zealand Government’s Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that’s a real need; but since parents don’t normally send children to pre-schools until the age of three, are we missing out on the most important years of all?

A 13 year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words – most of the language they will use in ordinary conversation for the rest of their lives.

Furthermore, research has shown that while every child is born with a natural curiosity, if can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.

It is generally acknowledged that young people from poorer socio-economic backgrounds fend to do less well in our education system. That’s observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called ‘Headstart’ was launched in the United Slates in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.

Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, ‘Headstart’ children returned to the same disadvantaged home environment.

As a result of the growing research evidence of the importance of the first three years of a child’s life and the disappointing results from ‘Headstart’, a pilot programme was launched in Missouri in the US that focused on parents as the child’s first teachers. The ‘Missouri’ programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.

The programme involved trained parent- educators visiting the parents’ home and working with tire parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child’s intellectual, language, social and motor-skill development. Periodic check-ups of the child’s educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.

Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child core.

At the age of three, the children who had been involved in the ‘Missouri’ programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development, tn fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.

Most important of all, the traditional measures of ‘risk’, such as parents’ age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child’s development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.

These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalised early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.

Questions 1-4

Reading Passage 7 has six sections, A-F. Which paragraph contains the following information? Write the correct letter A-F in boxes 1-4 on your answer sheet.

1 . details of the range of family types involved in an education programme 2 . reasons why a child’s early years are so important 3 . reasons why an education programme failed 4 . a description of the positive outcomes of an education programme

________________

1) IELTS 5 READING PASSAGE – NATURE OR NURTURE? ↗

2) IELTS 5 READING PASSAGE – THE TRUTH ABOUT THE ENVIRONMENT ↗

3) IELTS 5 READING PASSAGE – BAKELITE: THE BIRTH OF MODERN PLASTICS ↗

4) IELTS 5 READING PASSAGE – WHAT’S SO FUNNY? ↗

5) IELTS 5 READING PASSAGE – THE BIRTH OF SCIENTIFIC ENGLISH ↗

6) IELTS 5 READING PASSAGE – JOHNSON’S DICTIONARY ↗

Questions 5-10

Classify the following features as characterising:

A the ‘Headstart’ programme B the ‘Missouri’ programme C both the ‘Headstart’ and the ‘Missouri’ programmes D neither the `Headstart’ nor the ‘Missouri’ programme

Write the correct letter A , B , C or D in boxes 5-10 on your answer sheet.

5. was administered to a variety of poor and wealthy families 6 . continued with follow-up assistance in elementary schools 7 . did not succeed in its aim 8 . supplied many forms of support and training to parents 9. received insufficient funding 10. was designed to improve pre-schoolers’ educational development

Questions 11-13

Do the following statements agree with the information given in Reading Passage 7? In boxes 11-13 on your answer sheet, write:

YES if the statement agrees with the writer’s claims NO if the statement contradicts the writer’s claims NOT GIVEN if it is impossible to say what the writer thinks about this

11 . Most ‘Missouri’ programme three-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others. 12 . ‘Missouri’ programme children of young, uneducated, single parents scored less highly on the tests. 13. The richer families in the ‘Missouri’ programme had higher stress levels.

R eading Answers

Check out Early Childhood Education reading answers below with locations and explanations given in the text.

1. D 2. B 3. C 4. E 5. B 6. D 7. A 8. B 9. D 10. C 11. TRUE 12. FALSE 13. NOT GIVEN

Early Childhood Education Reading Answers: IELTS Reading Practice Test

Updated on Jul 02, 2024, 11:57

The IELTS Reading section is designed to evaluate your ability to comprehend and interpret a variety of texts, ranging from descriptive and factual to discursive and analytical.

You will encounter three long reading passages, each followed by a series of questions that test your understanding of the main ideas, details, inferences, and the author's intentions.

This section is crucial as it assesses your reading skills in a timed environment, which reflects real-life scenarios where you need to quickly gather and understand information.

On this page

1. Early Childhood Education Reading Passage

You should spend approximately 20 minutes answering Questions 1 - 13 based on the Reading Passage below. This approach can help manage time effectively during a reading comprehension activity or exam.

2. Early Childhood Education Reading Questions & Answers

Discover exciting and informative IELTS reading answers about Early Childhood Education

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Early Childhood Education Reading Passage

Read Instructions: Understand each question before answering.
Manage Time: Spend about 20 minutes per passage.
Skim and Scan: Quickly get the main idea and find specific information.
Highlight Key Info: Underline essential words or phrases.
Answer All Questions: Attempt every question; no penalty for wrong answers.
Stay Focused: Avoid distractions and keep your attention on the task.
Check Spelling: Ensure correct spelling and grammar.
Transfer Answers Clearly: Write answers neatly on the answer sheet.
Don’t Dwell: Move on if stuck and return later.
Review: If time allows, review your answers.

Paragraph A

Dr. Lockwood Smith's recent visit to the US and Britain came with a list of findings. Being New Zealand's National Party Education's spokesman, he reports the key findings of his visit and reveals the prospects in New Zealand's education policy.

Paragraph B

‘Education To Be More' is a report pertaining to the New Zealand Government Early Childhood Care and Education Working Group. It was published last August, discussing the enhancement of access and funding for childcare and early childhood education institutions. Though education is a necessity, parents don't send children to pre-schools until they attain three years of age. Are they missing out on the most crucial years of all? Let's see further.

Paragraph C

A 13-year research study of early childhood development at Harvard University reveals that most children after the age of three have the ability to understand nearly 1000 words - most of the vocabularies they will practise in normal conversation for the rest of their lives. In addition to that, research shows that as every kid born will be curious, however, it can be controlled significantly in their second and third years of life. Researchers say that human behaviour gets into shape during the first two years. Similarly, during the first three years children acquire the fundamental skills which will be used later at home and at school. Once children cross three years, they try to spread their existing knowledge of the world.

Paragraph D

A general fact is that children from poorer socio-economic backgrounds are likely to perform not well in studies. It's acknowledged not only in New Zealand but also in Britain, America and Australia. To tackle the educational issue, a nationwide program known as 'Headstart' was initiated in 1965 in the United States, with a pool of money. It made a path for children to join in pre-school institutions after turning into three, and facilitated the children from poorer families perform better in school. Besides so much investment, the result was not as expected. It is because of two things. First, the program started too late. Most of the children who enrolled in it were already behind their peers in language and reasonable intelligence. Second, there is no participation from the parents. After school hours, children go back to the same home where parents don't know how to improve their skills.

Paragraph E

Now it has become evident from the pilot program 'Headstart' launched in Missouri in the US that the first three years of a kid's life are important. This growing need shows that working with the parents rather than ignoring them from the process of child's education is the most effective way of improving children's learning abilities. The four-year pilot study involved around 380 families who have one child, and are from a cross-section of socio-economic background, etc. The other factors include age and family configurations. For this pilot study, they included single-parent and two-parent families. Moreover, it included families where both parents are working and families where one parent is at home.

Paragraph F

The program is associated with parent-educators who visit the parent's home engaging with tired parents or parents and the child. Know the child's development, necessary advice on things to care for, and what to expect as the child grows, etc. all such information is given. It also added the guidance in keeping the child's intelligence, language proficiency, social and motor-skill development. Regular diagnoses of the child's academics and sensory development (hearing and vision) were kept available to measure possible hurdles that help with development and growth. In case of medical issues, they met the medical practitioners. Parent-educators visited homes and conducted group meetings every month with new parents. They shared experiences and discussed topics of varied subjects. Apart from that, parent resource centres offered study materials for families and facilitators for the child core. It is located in each school building.

Paragraph G

The children at three years of age, who had been indulged in the pilot program 'Missouri' were analysed alongside a similar section of children chosen from the same range of cross-section, socio-economic aspects and family conditions, and also the same age of children as samples. Astonishingly, the results were excellent. The children with the same age group were more advanced in language proficiency than their counterparts. They showed greater potential in problem-solving techniques and other intellectual skills, besides social development. Here, the average performance of a child in this program was at the level of top 15 to 20 percent compared to their peers in things like verbal ability, language skills, and auditory comprehension.

Paragraph H

Above all, the classical method of measures of 'risk' like the parents' age and education, or whether they were a single parent, no interest or having no relationship to the assessments of success and language development. On the other hand, children performed equally well in the program despite their socio-economic backgrounds. In this program, no child was virtually abused. The one component that tended to affect the child's development was stress from the family side that led to poor quality of parent-child relationship and interaction. That interaction was not always bad in poorer families.

Paragraph I

Most of these findings are interesting. There is alarming evidence in New Zealand that children belonging to poorer socio-economic backgrounds are performing less at school and that our school system tends to maintain that disadvantage unknowingly. The initiative subsequently mentioned the fact that above could break that cycle of disadvantage. The idea of engaging with parents in their homes or at their workplace could improve the situation quite markedly with respect to the Early Childhood Care and Education Working Group's report. Their main objective is to enrol children and mothers to childcare and institutionalised childhood education at an early stage. Education from the age of three to five is unquestionably important to any child, but not focusing on parent education and the vital importance of the first three years might lead to evidence that reflects the inequality in education.

Early Childhood Education Reading Questions & Answers

Questions and answers 1-5.

The reading passage has nine paragraphs: A-I .
Choose the correct heading for each paragraph from the list of headings below.
Write the correct Roman numeral (i-vi) as your answer to each question.

List of Headings

i) Education to be more

ii) Breakthrough in the pilot study

iii) Pilot program ‘Headstart’

iv) Traditional method of risk assessment

v) Parent-Educators and their role

vi) Early Childhood Care and Education Working Group's report

Paragraph E
Paragraph G

Early Childhood Education Reading Answers with Explanations (1 - 5)

Type of question: Matching Headings

Matching Heading questions require you to pair headings with the appropriate paragraphs or sections of a passage. This tests your ability to grasp the main idea of each paragraph.

How to best answer:

Get a sense of the main topics.
Highlight keywords in each heading.
Focus on the first and last sentences for the main idea.
Ensure the heading summarises the entire paragraph.
Cross off headings that clearly do not match any paragraph.

Paragraph B , "‘Education To Be More' is a report pertaining to the New Zealand Government Early Childhood Care and Education Working Group."

Explanation: This line directly mentions the report "Education To Be More," making it clear that this heading matches the content of Paragraph B.

Paragraph G, "The children with the same age group were more advanced in language proficiency than their counterparts. They showed greater potential in problem-solving techniques and other intellectual skills, besides social development."

Explanation: This paragraph discusses the significant advancements and breakthroughs observed in children participating in the pilot program, making it the correct heading for "Breakthrough in the pilot study."

Paragraph F , "Parent-educators visited homes and conducted group meetings every month with new parents. They shared experiences and discussed topics of varied subjects."

Explanation: This paragraph focuses on the role of parent-educators and their activities, matching the heading about parent-educators and their role.

Paragraph E , "Now it has become evident from the pilot program 'Headstart' launched in Missouri in the US that the first three years of a kid's life are important."

Explanation: This line mentions the pilot program 'Headstart,' which is the focus of the paragraph, aligning it with the heading about the pilot program.

Paragraph H , "The classical method of measures of 'risk' like the parents' age and education, or whether they were a single parent, no interest or having no relationship to the assessments of success and language development."

Explanation: This paragraph talks about traditional risk assessment methods, matching it with the heading about traditional methods of risk assessment.

Questions and Answers 6-10

Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.

There is alarming evidence in 6) _________ that children belonging to poorer socio-economic backgrounds are performing less.

Though education is a 7) __________, parents don't send children to preschool until they attain three years of age.

Parent resource centres offered study materials for families and facilitators for the 8) ________ .

The one component that tended to affect the child's development was stress from the family side that led to poor quality of parent-child 9) __________ and interaction.

Moreover, it included families where both parents are 10) __________ and families where one parent is at home.

Early Childhood Education Reading Answers with Explanation (6-10)

Type of question: Note completion questions

Note completion questions task you with filling in the gaps in notes or summaries using information from the reading passage.

How to Best Answer :

Know what details are required to fill in the blanks.
Quickly read through the passage to grasp its main ideas and locate relevant information.
Pay attention to keywords or phrases in the notes provided.
Look for synonyms or paraphrased versions of the keywords in the passage.
Confirm that the completed notes make sense and fit logically within the context of the passage.

Paragraph I , "There is alarming evidence in New Zealand that children belonging to poorer socio-economic backgrounds are performing less."

Explanation: This line explicitly mentions New Zealand and the poor performance of children from socio-economic backgrounds, making it the correct answer.

Paragraph B , "Though education is a necessity, parents don't send children to pre-schools until they attain three years of age."

Explanation: This line states that education is considered a necessity, directly matching the answer.

Paragraph F , "Parent resource centres offered study materials for families and facilitators for the child core."

Explanation: This line mentions the resources provided for the child core, which aligns with the answer.

Paragraph H , "The one component that tended to affect the child's development was stress from the family side that led to poor quality of parent-child relationship and interaction."

Explanation: This line describes the negative impact of stress on the parent-child relationship, fitting the answer perfectly.

Paragraph E , "Moreover, it included families where both parents are working and families where one parent is at home."

Explanation: This line discusses the family dynamics, including families where both parents are working, directly aligning with the answer.

Questions and Answers 11-13

YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

11. The children with the same age group were more skilled in language proficiency than their counterparts.

12. The children for the pilot study were selected based on their socio-economic background only.

13. The children’s performance in education is associated with the food they intake.

Early Childhood Education Reading Answers with Explanations (11-13)

Type of question: Yes/No/Not Given

Yes/No/Not Given questions require you to determine if a statement agrees with the information in the passage (Yes), contradicts the information in the passage (No), or if there is insufficient information to decide (Not Given).

How to best answer :

Grasp the meaning of the statement provided in the question.
Highlight key terms and phrases in the statement to locate them in the passage.
Find the section that discusses the topic of the statement.
Ensure the passage’s information supports, contradicts or does not address the statement.
Determine if the statement agrees (Yes), contradicts (No), or is not addressed (Not Given).

Paragraph G "The children with the same age group were more advanced in language proficiency than their counterparts. They showed greater potential in problem-solving techniques and other intellectual skills."

Explanation: This line indicates that children in the pilot program showed better language proficiency and intellectual skills, confirming the statement.

Paragraph E "The four-year pilot study involved around 380 families who have one child, and are from a cross-section of socio-economic background, etc. The other factors include age and family configurations."

Explanation: This line clarifies that the study included families from various socio-economic backgrounds, not a specific socio-economic group, making the statement incorrect.

Entire passage

Explanation: The statement regarding a specific aspect of the program is not found or addressed in the passage, thus it is not given.

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Q. Can I write in the question paper during my IELTS Reading test?

Ans. Yes, you can make notes or jot down in your question booklet. For a paper-based Reading test, you will receive the questions on paper. However, this is impossible for a computer-based test where the questions and passages appear on a screen. You can make notes on your rough sheet. Make sure you do not spend too much time making notes.

Q. Is there a fixed time limit for each section in the IELTS Reading test?

Ans. No, there isn’t any fixed time constraint to attempt each section in your IELTS Reading test. The total duration of the Reading test is one hour. You can divide this time between each section according to your preferences. Since you have three sections in total, it is better to cover each section within a maximum time of 20 minutes.

Q. Are the IELTS Reading passages too academic?

Ans. Yes, the reading passages in the IELTS Academic Reading test are related to academic topics. They are generally taken from academic texts such as textbooks, journals, and articles. You don't need to know the topics beforehand. The information necessary to answer the questions will be available in the passage itself. The IELTS General Reading test passages are related to everyday topics and are shorter and easier.