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Childcare in the pre-school years A summary of a study of the quality of center-based child care for children aged 3 to 5 in England, based on observations of 301 child care settings attended by children in the longitudinal Millennium Cohort Study |
Fact Sheets & Briefs
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Childcare policy and local partnerships under Labour A discussion of the policy outcomes of England’s National Childcare Strategy and EYDCPs (Early Years Development and Childcare Partnerships) |
Reports & Papers
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Childhood language skills and adult literacy: A 29-year follow-up study An examination of the relationship between adult literacy skills at 34 years old and family background, housing conditions, early literacy environment, early receptive language ability, and preschool attendance at 5 years old from a sample of 11,349 participants from the 1970 British Cohort Study |
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Children, play, and computers in pre-school education A proposal for the development of a curriculum for communication and information technology instruction for preschool students, based on observations and interviews with practitioners and students from seven preschool settings |
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Cross-cultural comparisons of 5-year-olds' estimating and mathematical ability A study of the association between estimation and math ability, a second study of the relationship between math ability and estimation on a range of number line scales, and a third study to test for cross-cultural differences in estimation skill, based on data from 85 Chinese and 103 Scottish kindergarteners |
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Does 'wanting the best' create more stress?: The link between baby sign classes and maternal anxiety A comparison of the stress levels of parents who choose to attend either gesture-based parent-infant communication classes or other parent-infant classes, based on self-reports of stress of 178 parents |
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Early education and children's outcomes: How long do the impacts last? A research evaluation of the longevity of long-term impacts on British children of preschool education program in 1958 |
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Early education and children's outcomes: How long do the impacts last? A study of the longitudinal effects of early education on cognitive and social development from ages seven to 16 years old and on employment and income at 33 years old in England and Wales |
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The effects of early years' childcare on child emotional and behavioural difficulties in lone and co-parent family situations With targeted childcare initiatives and welfare-to-work programmes policy-makers have sought to address employment activation of lone mothers and negative outcomes for children in lone parent households. The present study examines non-parental childcare use and maternal employment among children living in lone and co-parent family situations at ages three and four and emotional and behavioural difficulties at ages four and five. The results demonstrate that negative outcomes associated with lone motherhood are explained largely by mother's age, education, material circumstances and area deprivation; and that maternal employment does not relieve lone mothers' disadvantages in a way that alleviates the risks of difficulties to their children. However, in any family constellation, mainly group-based formal pre-school childcare does have a positive impact on child difficulties compared to drawing on informal childcare arrangements as main provider. In addition, and specifically for the difficulties of children in lone mother family situations, any non-parental childcare -- formal or informal -- for at least twenty-five hours per week is beneficial. Study findings support policy agendas which tackle families' material hardship beyond promoting mothers' employment, and through investment in formal childcare provision, and also through arrangements allowing lone mothers to divide their weekly load of childcare with another main provider. (author abstract) |
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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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The effects of the Peers Early Educational Partnership (PEEP) on children's developmental progress [Executive summary] A summary of the effects of the preschool intervention program, Peers Early Education Partnership (PEEP), which aims to increase the educational achievement of disadvantaged children under five years of age |
Executive Summary
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The effects of the Peers Early Education Partnership (PEEP) on children's developmental progress A summary of 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 |
Fact Sheets & Briefs
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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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Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure A longitudinal study comparing the effectiveness of three different reading interventions (phoneme training, rhyme reading, or both) on British preschool children's reading skills |
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(How) is childminding family like?: Family day care, food and the reproduction of identity at the public/private interface An anthropological study of the the ethnic and class negotiations and compromises related to special food requests in home-based child care sites, based on ethnographic fieldwork conducted between 2003 and 2005 with 8 child caretakers in an inner London borough |
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Inside role-play in early childhood education: Researching young children's perspectives A year-long ethnographic study of children’s experiences with shared pretend play in three early childhood classrooms, and a discussion of the role of play in early childhood pedagogy |
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Local childcare cultures: Moral geographies of mothering and the social organization of pre-school education An empirical investigation of the ways in which mother’s attitudes to their children’s educational development and their strategies for accessing non-parental care are jointly shaped within the context of different local childcare cultures in the United Kingdom |
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A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year A study of relationships among number line estimation, counting, and mathematical abilities, based on data from 99 5-year-olds tested at 3-month intervals on 4 occasions in 4 primary schools in Scotland |
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Long term impacts of compensatory preschool on health and behavior: Evidence from Head Start A study of the impact of Head Start participation on the behavioral and health outcomes of adolescent and young adult males, based on data from the National Longitudinal Survey of Youth 1979, Children and Young Adults |
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Long term impacts of compensatory preschool on health and behavior: Evidence from Head Start A study of the impact of Head Start participation on the behavioral and health outcomes of adolescent and young adult males, based on an analysis of a longitudinal data set on the development of children of American mothers whose age was between 14 and 21 by December 31, 1978 |
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The multiple subfunctions of attention: Differential developmental gateways to literacy and numeracy A study of the trajectories and structure of attentional processes in early childhood and of the relationship of these processes to early literacy and numeracy skills, both concurrently and one year later, based on data collected from 83 3- through 6-year-old children |
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The outcomes for children of poverty [Executive summary] Highlights of findings from a study by the Institute of Social and Economic Research at the University of Essex on the life outcomes of children raised in poverty |
Executive Summary
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Paperwork, rotas, words and posters: An anthropological account of some inner London childminders' encounters with professionalisation An examination of family child care workers' perspectives on professionalism, based on ethnographic fieldwork conducted with 22 child care workers in an inner London borough between November 2003 and August 2005 and interviews with parents |
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Playing the game?: Exploring role play from children's perspectives A qualitative study of children's experiences of pretend play, based on interviews and observations conducted during an ethnographic study of three classrooms of young children, one urban, one small-town, and one rural, all in southwestern England |
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Preschool and maternal labor market outcomes: Evidence from a regression discontinuity design An examination of the influence of children's preschool attendance on mothers' labor market participation, based on information from a biannual survey of more than 100,000 households in Argentina from 1995 to 2001 |
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