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
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
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): Pupils' self-perceptions and views of primary school in year 5
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
Fact Sheets & Briefs
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 and Primary Education 3-11 Project (EPPE 3-11): Variations in teacher and pupil behaviours in year 5 classes
An examination of teacher characteristics and classroom practices, environmental features and children’s developmental progress and behaviors in fifth-year-of-primary-school classrooms, based primarily on researcher observations
Reports & Papers
Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Variations in teacher and pupil behaviours in year 5 classes [Research brief]
A summary of a study of teacher characteristics and classroom practices, environmental features and children’s developmental progress and behaviors in fifth-year-of-primary-school classrooms, based primarily on researcher observations
Fact Sheets & Briefs
Effective Pre-school Provision in Northern Ireland (EPPNI): Characteristics of pre-school environments in Northern Ireland: An analysis of observational data
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
Reports & Papers
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
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
Reports & Papers
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
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
Reports & Papers
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
The Effective Provision of Pre-School Education (EPPE) project
Other
The Effective Provision of Pre-School Education (EPPE) project (1997-2003): Technical paper 10: 'Intensive case studies of practice across the foundation stage'
A study on the most effective pedagogy used to attain ‘excellent’ outcomes in cognitive and/or social behaviors in child care centers in the United Kingdom, using data from 14 case studies
Fact Sheets & Briefs
The Effective Provision of Pre-school Education (EPPE) project: Final report: A longitudinal study funded by the DfES 1997-2004
An analysis of the effects of early education and care experiences on later learning, social, and behavioral outcomes of preschool children in England
Reports & Papers
The Effective Provision of Pre-School Education (EPPE) project: Findings from the early primary years
A longitudinal study of the effects of after school care on the social and cognitive development of a sample of 3000 five through seven year old children
Fact Sheets & Briefs
The Effective Provision of Pre-School Education (EPPE) project: Findings from the pre-school period
A study of the influence of European preschool program quality on cognitive and social development of preschool children, and factors that contribute to program quality, such as program setting, home environment and education of instructors
Fact Sheets & Briefs
The Effective Provision of Pre-School Education (EPPE) project: Findings from pre-school to end of key stage 1
A summary of findings from the beginning stage of a European longitudinal study of the effects of preschool programs on cognitive and social development of three through five year old children
Fact Sheets & Briefs
Evaluation of the Early Years programme of the Childhood Development Initiative
An impact and process evaluation of Early Years, a high-quality, two-year early childhood care and education program in Tallaght West, Ireland, that examines program effects on children's cognitive, language, and social development, on parental stress and the home learning environment, and on program quality, and that explores stakeholder perceptions of the program, based on data for children, parents, teachers, and classrooms from providers randomly assigned to deliver Early Years services, as well as on consultations with parents, teachers, and staff
Reports & Papers
Evaluation of the Early Years programme of the Childhood Development Initiative [Executive summary]
A summary of an impact and process evaluation of Early Years, a high-quality, two-year early childhood care and education program in Tallaght West, Ireland, that examines program effects on children's cognitive, language, and social development, on parental stress and the home learning environment, and on program quality, and that explores stakeholder perceptions of the program, based on data for children, parents, teachers, and classrooms from providers randomly assigned to deliver Early Years services, as well as on consultations with parents, teachers, and staff
Executive Summary
Fostering communities of learning in two Portuguese pre-school classrooms applying the Movimento da Escola Moderna (MEM) pedagogy
An analysis of learning processes, activities to promote children's meta-learning, and self-regulatory dispositions of children in a Movimento da Escola Moderna implementation where preschool children participate in planning and evaluation activities with their teachers, based on data from 2 mixed age classrooms in Portugal
Reports & Papers
A guide to developing the ICT curriculum for early childhood education
A theoretical examination Information and Communications Technology impact on how children learn from the British perspective
Other
A guide to developing the ICT curriculum for early childhood education
A discussion of how Information and Communications Technology (ICT) can contribute to children's learning, how it can be integrated into a play based curriculum and how it relates to key areas of learning such as collaboration, communication, exploration and socio-dramatic play
Other
Home Learning Environment Index
Instruments
