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Capturing quality in early childhood through environmental rating scales
Sylva, Kathy, 2006
Early Childhood Research Quarterly, 21(1), 76-92

A study of the relation between process quality and developmental outcomes among 3 to 5 year olds in a nationally representative sample of English pre-schools

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Can preschool protect young children's cognitive and social development?: Variation by center quality and duration of attendance
Hall, James, June, 2013
School Effectiveness and School Improvement, 24(2), 155-176

This paper illustrates how high-quality preschool has the potential to serve as an intervention within normal populations. Although it is well known that targeted Early Interventions can protect the development of young children from developmental risks, there remains less evidence concerning universal preschool education. To address this disparity, a longitudinal secondary analysis was conducted that examined the psychological development of 2,862 English preschoolers between the ages of 3 to 5 years. A series of aggregated multilevel structural equation models indicated that at age 5 years, instances of significantly protected development were more strongly evidenced when examining (a) cognitive rather than social development, (b) child rather than family-level risks, and (c) the quality of the processes taking place within preschools rather than just the structures. Finally, for preschools that featured only high-quality structures, any partial protection of development was limited to instances of longer durations of child attendance. (author abstract)

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The Early Years Transition & Special Education Needs (EYTSEN) project
Great Britain. Department for Education and Skills, June, 2003
(Research Report No. RR431). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A longitudinal study on the special educational needs of children between three and six years old at risk of developing social or cognitive behavioral problems and parental perceptions of how needs are met and satisfaction with special educational programs in the United Kingdom

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The Early Years Transition & Special Education Needs (EYTSEN) project
Great Britain. Department for Education and Skills, June, 2003
(Research Brief No. RB431). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

Key facts and findings from a longitudinal study on the special educational needs of children between three and six years old at risk of developing social or cognitive behavioral problems and parental perceptions of how needs are met and satisfaction with special educational programs in the United Kingdom

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The Early Years Transition & Special Education Needs (EYTSEN) project [Executive summary]
Great Britain. Department for Education and Skills, June, 2003
(Research Report No. RR431). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

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

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Educational disadvantage in the early years: How do we overcome it?: Some lessons from research
Siraj-Blatchford, Iram, 2004
European Early Childhood Education Research Journal, 12(2), 5-20

A discussion of research findings in early childhood education that explore potential methods for children to overcome structural inequalities associated with socio-economic class, gender and ethnicity in the early years

Other


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Effective early childhood programmes
Siraj-Blatchford, Iram, 2009
(Early Childhood in Focus 4). Milton Keynes, United Kingdom: Open University.

A discussion of the role of comprehensive early childhood programs in global sustainable development, including descriptions of early childhood programs in the United States, Colombia, Turkey, and the United Kingdom

Other


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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): The effectiveness of primary schools in England in key stage 2 for 2002, 2003 and 2004
Melhuish, Edward, December, 2006
(Brief No. RBX06-06). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a study of factors, including preprimary educational achievement, affecting cumulative primary school achievement over three years in England

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Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): The effectiveness of primary schools in England in Key Stage 2 for 2002, 2003 and 2004
Melhuish, Edward, 2006
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

An examination of the degree to which children’s development and academic achievement is linked to the particular primary school attended, based on the reported progress of over 2500 children from ages 3 to 11 [ages 3 to the end of Key Stage 2, the second age-related stage of compulsory education under the national curriculum for state schools in England and Wales] and data for all schools in England over a three year period (2002-04)

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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)
Sylva, Kathy, November 2008
(Research Brief DCSF-RB061). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

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

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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)
Sylva, Kathy, 2008
(Research Report No. DCSF-RR061). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

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

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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]
Sylva, Kathy, 2008
(Research Report No. DCSF-RR061). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

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


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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
Sammons, Pam, February, 2007
Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

An examination 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

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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 [Research brief]
Sammons, Pam, February, 2007
[Brief No: RB828]. Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

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

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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]
Sammons, Pam, 2007
[Research Report No 828]. Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

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


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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
Sammons, Pam, 2008
(Research Report No. DCSF-RR048). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

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

Reports & Papers


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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]
Sammons, Pam, 2008
(Research Report No. DCSF-RR048). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

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


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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children's cognitive and social development in year 6
Sammons, Pam, August 2008
(Research Brief DCSF-RB048-049). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

A summary of a study of the cognitive, social, and behavioral development of children in year 6 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

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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
Sammons, Pam, August 2007
(Research Brief DCSF-RB007). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

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

Fact Sheets & Briefs


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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
Sammons, Pam, 2007
(Research Report No. DCSF-RR007). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

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

Reports & Papers


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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]
Sammons, Pam, 2007
(Research Report No. DCSF-RR007). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

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


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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
Sammons, Pam, 2008
(Research Report No. DCSF-RR049). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

A study of the social and behavioral development of children in year 6 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

Reports & Papers


get fulltext

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]
Sammons, Pam, 2008
(Research Report No. DCSF-RR049). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

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


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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Pupils' self-perceptions and views of primary school in year 5
Sammons, Pam, November 2008
(Research Brief DCSF-RBX-15-08). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

A summary of a study of students' self-perceptions and views about school in year 5 of primary school in England and their relationship to family and home learning environments, to preschool and primary school experiences, and to their cognitive and social and behavioral development, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development

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Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Summary Report: Variations in teacher and pupil behaviours in year 5 classes
Sammons, Pam, 2006
[Research Report No 817]. Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

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


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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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