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Provider influence on the early home learning environment (EHLE)
Hunt, Stephen, June, 2011
(Research Report DFE-RR142). Runcorn, United Kingdom: Great Britain, Department for Education.

A study of early home learning in England before and after 2-to-4-year-old children enter child care and the role of child care staff in supporting early home learning, based on baseline interviews with 339 parents, six-month follow-up interviews with 223 parents, and in-depth, longitudinal case studies of 12 parents, as well as on interviews with and observations of child care staff

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Provider influence on the early home learning environment (EHLE)
Hunt, Stephen, June, 2011
(Executive Summary DFE-RBX-10-11). Runcorn, United Kingdom: Great Britain, Department for Education.

A summary of a study of early home learning in England before and after 2-to-4-year-old children enter child care and the role of child care staff in supporting early home learning, based on baseline interviews with 339 parents, six-month follow-up interviews with 223 parents, and in-depth, longitudinal case studies of 12 parents, as well as on interviews with and observations of child care staff

Executive Summary


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Provider influence on the early home learning environment (EHLE): Technical report
Hunt, Stephen, June, 2011
(Research Report DFE-RR142a). Runcorn, United Kingdom: Great Britain, Department for Education.

A discussion of methodological and analytical issues from a study of early home learning in England before and after 2-to-4-year-old children enter child care and the role of child care staff in supporting early home learning, based on baseline interviews with 339 parents, six-month follow-up interviews with 223 parents, and in-depth, longitudinal case studies of 12 parents, as well as on interviews with and observations of child care staff

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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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