Final report from the primary phase : pre-school, school and family influences on children's development during key stage 2 (age 7-11)
Year: 2008
Type: other
Abstract: What is EPPE?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 a range of providers (local authority day nurseries, integrated 1 centres, playgroups, private day nurseries, nursery schools and nursery classes).A sample of 'home' children (who had no or minimal pre-school experience) were recruited to the study at entry to school for comparison with the pre-school group.In addition to investigating the effects of pre-school provision, EPPE explored the characteristics of effective practice (and the pedagogy which underpins it) through twelve intensive case studies of settings where children had positive outcomes.EPPE has demonstrated the beneficial effects of high quality provision on children's intellectual and social/behavioural development measured at primary school entry as well as at the end of Years l and 2 of primary school.This research brief describes the effects of education in the pre-school period (ages 3 and 4) as measured at primary school entry (rising 5) and in Years 1 and 2 (ages 6 and 7).The brief summarises the empirical work published in eleven Technical Papers (www.ioe.ac.uk/projects/eppe).Those interested in statistical methods or detailed findings should consult the Technical Papers. Key findings over the pre-school period Impact of attending a pre-schoolPre-school experience, compared to none, enhances all-round development in children.Duration of attendance (in months) is important; an earlier start (under age 3 years) is related to better intellectual development.Full time attendance led to no better gains for children than part-time provision.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2108823801