The Effective Provision of Pre-School Education (EPPE) Project (University of London)
This major longitudinal study focusing specifically on the effectiveness of early years education was funded by the DfEE 1997-2003 and carried out by Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford and Brenda Taggart at the Institute of Education, University of London.
The project investigated three issues which have important implications for policy and practice:
- the effects on children of different types of pre-school provision
- the characteristics of more effective pre-school centres
- the interaction between child and family background characteristics and the kind of pre-school provision a child experiences.
Researching Effective Pedagogy in the Early Years (REPEY)
The REPEY report by Iram Siraj-Blatchford and Stella Muttock, Institute of Education, University of London and Kathy Sylva, Rose Gilden and Danny Bell, Department of Educational Studies, University of Oxford was published by the Department for Education and Skills in June, 2002. The Effective Pedagogy in the Early Years study was developed to identify the most effective pedagogical strategies that are applied in the Foundation Stage (England) to support the development of young children's skills, knowledge and attitudes, and ensure they make a good start at school.
The Early Years Transition and Special Educational Needs (EYTSEN) Project
This project builds on the work of EPPE, exploring evidence of possible special educational needs (SEN) amongst pre-school children. A range of information is used to identify children who may be considered 'at risk' in terms of cognitive or social behavioural development. Links with a variety of child, parent and family characteristics are investigated.
The project also describes variations in the policies and provision offered by pre-school centres designed to support children with special needs.
|Author||Learning and Teaching Scotland (LTS)|
|Publisher||Institute of Education London|