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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Resource Type:Reports & Papers [remove]; Author:Sylva, Kathy [remove]; New in five years [remove];
39 results found.|
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Capturing quality in early childhood through environmental rating scales 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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Child care before 6 months of age: A qualitative study of mothers' decisions and feelings about employment and non-maternal care A qualitative study of British mothers' beliefs in terms of infant child care and employment, examining reasons for returning to work, process of selecting child care, range and type of advice received, and involvement of fathers |
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Early childhood matters: Evidence from the Effective Pre-School and Primary Education Project Accounts and discussions of a study of the relationship between developmental outcomes and early care and education experiences within the Effective Pre-School and Primary Education Project (EPPE), and an overview of the communication of study results to policymakers |
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Early stages of the Neighbourhood Nurseries Initiative: Opening the nurseries A study on an early stage of a project designed to reduce child poverty by providing child care so that the parents could return to the workforce in England |
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The Early Years Transition & Special Education Needs (EYTSEN) project 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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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 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) 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): Influences on children’s attainment and progress in Key Stage 2: Cognitive outcomes in year 5 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 6 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 |
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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 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 |
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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 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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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Effects of early child-care on cognition, language, and task-related behaviours at 18 months: An English study A study of the relationship between family characteristics, child characteristics, and the characteristics of early child care, including quality of care and time in care, and the development of cognition, language, task-related attention, orientation/engagement, and emotion regulation of 18-month-old infants, based on data from a prospective longitudinal study of 1,201 infants from antenatal and postnatal community clinics in two large hospitals in England |
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The effects of the Peers Early Educational Partnership (PEEP) on children's developmental progress A short-term longitudinal study on the influence of the parental education program on the cognitive and emotional development of disadvantaged children in the Peers Early Education Partnership (PEEP) in Oxfordshire |
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Effects of a preschool intervention on cognitive development among East-African preschool children: A flexibly time-coded growth model A longtitudinal examination of the influence of the Madrasa Resource Center (MRC) preschool intervention program on children's cognitive development, based on information on 321 children assessed at three different periods in preschool |
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Evaluating the Madrasa preschool programme in East Africa: A quasi-experimental study A comparison of the cognitive development of preschool-age children cared for at home, at secular preschools, and at preschools using the mixed Islamic and secular curriculum of the Madrasa Resource Centre (MRC) Early Childhood Programme, in three East African countries, based on a longitudinal study of 423 children |
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Evidence on effective early childhood interventions from the United Kingdom: An evaluation of the Peers Early Education Partnership (PEEP) An exploration of the impact of the Peers Early Education Partnership (PEEP) parental education program on preschool children’s development, especially in literacy, numeracy, prosocial behavior and self-esteem, based on a longitudinal comparison of children whose parents did or did not have access to the program |
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Experiences of childcare in England and socio-emotional development at 36 months A study of the association between time spent in child care before age 3 and maternal reports of behavioral and social development at 3 years of age, based on a sample of 843 children in England |
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Family and child factors related to the use of non-maternal infant care: An English study An examination of the extent to which the use of non-maternal child care are effected by family and child characteristics, including family income levels, parent education levels, and maternal employment |
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The impact of pre-school on young children's cognitive attainments at entry to reception An examination of the effects of preschool education on young children's school entry assessments as compared with children's assessments who did not attend preschool; also examined are the effects of amount and duration of preschool experiences |
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Infant care in England: Mothers' aspirations, experiences, satisfaction and caregiver relationships A study of the relationships between mothers’ child care ideals at 3 months postpartum and their child care experiences and satisfaction at 10 months |
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