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Current Filters: Author:Siraj-Blatchford, Iram [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

9 results found.
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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

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 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

Fact Sheets & Briefs


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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


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 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


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 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


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 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


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
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


get fulltext

A guide to developing the ICT curriculum for early childhood education
Siraj-Blatchford, John, 2006
Stoke-on-Trent, UK: Trentham Books

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

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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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