Early childhood matters: evidence from the effective pre-school and primary education project

By Kathy Sylva, E. Melhuish, P. Sammons, I. Siraj‐Blatchford, B. Taggart. 2010

611 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/1e738ee6bd8c8bc32615435ddd4cbda825df0289

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. H. Rossbach
2. I. Siraj‐Blatchford
3. Y. Anders
4. S. Sheridan
5. B. Taggart
6. P. Sammons
7. Kathy Sylva
8. E. Melhuish

Citations in the corpus

• Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany (2013, background): “Furthermore, studies conducted in other countries were also able to establish long-lasting effects of the quality of the early years HLE (e.g., Melhuish, 2010).”
• Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis (2018, background): “However, most children around the globe attend child care centers of average or mediocre quality (Peisner-Feinberg et al., 1999; Sylva, 2010; Tietze et al., 2013; Vermeer, van IJzendoorn, Cárcamo, & Harrison, 2016).”
• Preschool teaching in Sweden – a profession in change (2011, background): “…literature, teacher competence often refers, amongst other things, to the competence to create a negotiated and challenging learning-oriented environment in which teachers are physically, emotionally and cognitively present in the ‘here and now’ (Sheridan 2001, 2009; Sylva et al. 2004, 2010).”
• Pre-school quality and educational outcomes at age 11: Low quality has little benefit (2011, methodology): “…assess pre-school quality the EPPE researchers focused particularly on process elements through the use of two well established observation instruments: the Early Childhood Environment Rating Scale (ECERS-R; Harms et al., 1998), and the recently revised ECERSExtension (ECERS-E; Sylva et al., 2010).”
• The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10 (2011, background): “…needs (SEN) in England and explores the factors that help predict SEN status at age 10 drawing on a large data set collected as part of a major longitudinal study of preschool and primary school influences on children’s developmental outcomes (Sammons et al., 2004, 2005; Sylva et al., 2008, 2010).”