The Early Years Transition & Special Education Needs (EYTSEN) project [Executive summary]
A summary of an investigation into aspects and provisions of special educational needs (SEN) in young children between the ages of 3 and 6 years in the United Kingdom
Executive Summary
Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Final report from the primary phase: Pre-school, school and family influences on children's development during Key Stage 2 (age 7-11) [Executive summary]
A summary of a study of the cognitive, social, and behavioral development of children in primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development
Executive Summary
Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Influences on children’s attainment and progress in Key Stage 2: Cognitive outcomes in year 5 [Summary report]
A summary of a study of the degree to which attendance at particular preschools and primary schools impact children’s cognitive and socio-behavioral development, based on study data from the end of children’s fifth year of primary school
Executive Summary
Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children’s attainment and progress in Key Stage 2: Cognitive outcomes in year 6 [Executive summary]
A summary of a study of the cognitive development, including English and math skills, of children in year 6 of primary school in England and its relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development
Executive Summary
Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children’s development and progress in Key Stage 2: Social/behavioural outcomes in year 5 [Executive summary]
A summary of a study of the social and behavioral development of children in year 5 of primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development
Executive Summary
Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children’s development and progress in Key Stage 2: Social/behavioural outcomes in year 6 [Executive summary]
A summary of a study of the social and behavioral development of children in year 6 of primary school in the England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development
Executive Summary
Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Summary Report: Variations in teacher and pupil behaviours in year 5 classes
A summary of a study of teacher characteristics and classroom practices, environmental features and children’s developmental progress and behaviors in fifth-year primary school classrooms, based primarily on researcher observations
Executive Summary
Effective Pre-school Provision in Northern Ireland (EPPNI): Characteristics of pre-school environments in Northern Ireland: An analysis of observational data [Executive summary]
A summary of a study of the quality of child care experienced by participants in the Effective Pre-school Provision in Northern Ireland, a longitudinal study of children's development, preschool experiences, and the relationship between the two, based on observations of preschool settings
Executive Summary
Effective Pre-school Provision in Northern Ireland (EPPNI) summary report: 1998-2004 [Executive summary]
A summary of a longitudinal analysis of the relationship between early childhood program participation and cognitive, social, and academic outcomes in a random sample of 685 preschool attendees and 152 non-attendees in Northern Ireland, based on annual assessments between the ages of 3 and 8
Executive Summary
Effective Pre-school Provision Northern Ireland (EPPNI): Pre-school and Key Stage 2 performance in English and mathematics [Executive summary]
A summary of a longitudinal study of the relationship of children's abilities at the start of primary school, their family and home environment, and their preschool experiences to their educational attainment in English and mathematics at age 11 in Northern Ireland
Executive Summary
Performing against the odds: Developmental trajectories of children in the EPPSE 3-16 study [Executive summary]
A summary of a study of the influence of risk and protective factors, including the role of preschool participation and the home learning environment, on children's development in England, based on case studies of 50 children drawn from the longitudinal Effective Pre-school, Primary, and Secondary Education 3-16 Project
Executive Summary
The quality of group childcare settings used by 3-4 year old children in Sure Start Local Programme areas and the relationship with child outcomes [Executive summary]
A summary of a description of the characteristics and quality of child care centers for three and four year old children in 150 Sure Start Local Programme (SSLP) areas, and an investigation of the influence of these quality and characteristics on participants' outcomes at five years old
Executive Summary
Tracking pupil mobility over the pre-school and primary school period: Evidence from EPPE 3-11 [Executive summary]
A summary of a description of procedures for tracking a sample of children in the longitudinal Effective Pre-school and Primary Education 3-11 project in the United Kingdom and of a study of changing preschools or schools and its relationship to children's cognitive and social and behavioral development
Executive Summary
