The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to end of Key Stage1 Research brief

@inproceedings{Sylva2004TheEP,
  title={The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to end of Key Stage1 Research brief},
  author={Kathy Sylva and Edward Melhuish and Pam Sammons and Iram Siraj‐Blatchford and Brenda Taggart},
  year={2004}
}
The Effective Provision of Pre-School Education (EPPE) project is the first major European longitudinal study of a national sample of young children’s development between the ages of 3 and 7 years. To investigate the effects of pre-school education, the EPPE team collected a wide range of information on 3,000 children. The study also looks at background characteristics related to parents, the child’s home environment and the pre-school settings children attended. Settings (141) were drawn from… 
Impact of pre-school teachers’ professional variables on children’s performance
Teaching in early childhood education is important as the early childhood period is the foundation period of human life. Early childhood educators with higher standards of training and expertise in
Promoting children’s emotional well-being in pre-school settings: A grounded theory study exploring the views of early years practitioners
Working to promote the emotional well-being of children is currently a key area of development for the UK government. The increasing responsibility that professionals have for supporting children and
Five preschool curricula —comparative perspective
SummaryIn recent years the OECD has undertaken the evaluation of early childhood education and care (ECEC) on behalf of ministers of education in a number of countries in order to support quality
Involving parents in early childhood research as reliable assessors
ABSTRACT This paper reports findings in relation to one aspect of the ‘I Go to School’ research project carried out in South Australia which tracked children attending integrated pre-school/childcare
Parent views of play in the Preparatory Year in Queensland
TLDR
It is suggested that parents may spend limited time in Prep classrooms, which may impact on their understanding of play as a theoretical tenet in Prep and may highlight limitations in parent-teacher partnerships.
Jumpstart program efficacy: The impact of early childhood education advancement initiatives on low-income preschool children’s literacy, agency, and social relations
Abstract The Jumpstart program is a national early childhood education program focusing on supporting children’s language skills, literacy, and social-emotional development. The present study
Does preschool education exposure predict children's academic and behavioural outcomes in China?
Relationships between exposure to preschool education and children's academic and social outcomes have been documented in Western countries. There is a lack of comparable research in China, where
What parents want from direct access to educational psychologists in a children's centre
Increasingly, Educational Psychology Services are opening their provision to parents in community settings such Children’s Centres (Davis et al 2008), but, there has been little research regarding
Assessment of Young Children on Entry to School: Informative, Formative or Performative?
This article examines the recent move towards baseline assessment in early childhood education in England. From 2016, the government will introduce the use of assessment on children’s entry to school
Pathways to school success: Self-regulation and executive function, preschool attendance and early academic achievement of Aboriginal and non-Aboriginal children in Australia’s Northern Territory
TLDR
The study confirms the expected importance of SR-EF for all children but suggests the different pathways for Aboriginal and non-Aboriginal children, and confirms the critical importance of school attendance for improved educational outcomes of Aboriginal children.
...
...

References

SHOWING 1-10 OF 193 REFERENCES
Investigating the Effects of Pre‐school Provision: Using Mixed Methods in the EPPE Research
The Effective Provision of Pre‐school Education (EPPE) project is a longitudinal study of young children between the ages of 3 and 7 years. Research began in 1997 and both quantitative and
The Effective Pre-School Provision Northern Ireland (EPPNI) Project: Technical Paper 2 - Cognitive and social/behavioural development at 3-4 years in relation to family background
This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80
The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 4 - Parent, Family and Child Characteristics in Relation to Type of Pre-school and Socio-Economic Differences
TLDR
The characteristics of parents, families, children, home activities all showed Differences related to the family’s socio-economic status, and the variation between pre-school groups largely reflected differences related to socio- economic status.
The impact of pre-school on young children's cognitive attainments at entry to reception
This article explores the impact of pre-school experience on young children's cognitive attainments at entry to primary school and analyses data collected as part of a wider longitudinal study, the
Researching pedagogy in English pre‐schools
This article summarizes and reflects on the findings related to pedagogy of two closely associated Department for Education and Skills (DfES) funded research projects: the Effective Provision of
Towards the transformation of practice in early childhood education: the effective provision of pre‐school education (EPPE) project
The introduction of the Foundation Stage and its associated legislation has constituted a radical innovation that is transforming early childhood education. In this paper we show how the Effective
EPPNI Technical Paper 4 - Pre-school experience and social/behavioural development at the start of primary school
This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80
Pre-school centre characteristics : An analysis of centre managers interviews
This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80
The effects of pre-school experience on reading attainment : A four year cross-sectional study
This paper examines the reading attainments of a sample of Year 2 children who had one of three types of preschool experience. The results of a 4‐year cross‐sectional study of a sample of all Year 2
Characteristics of Pre-school Environments in Northern Ireland: An analysis of observational data
This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80
...
...