Researching Effective Pedagogy in the Early Years

By I. Siraj‐Blatchford, Kathy Sylva, Stella Muttock, R. Gilden, Danny Bell. 2002

668 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3e59cb1a60aae89d1643392a8293923e03f893ea

How researchers see this paper

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

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

Citations in the corpus

• Towards the transformation of practice in early childhood education: the effective provision of pre‐school education (EPPE) project (2004, methodology): “As previously suggested, as an extension of the EPPE case studies, a project was developed to identify the pedagogic models and practices being applied by the most effective settings and to find out how these were realised in practice (Siraj-Blatchford et al., 2002).”
• Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective (2009, background): “Many of the practitioners interviewed in the EPPE case studies were also concerned that chronological age should not be taken as an indication of a child‟s level of development and that there should be some differentiation in the pedagogy applied for children (Siraj-Blatchford et al., 2002).”
• Pre-school quality and educational outcomes at age 11: Low quality has little benefit (2011, background): “More qualitative studies such as the EPPE case studies (Siraj-Blatchford et al., 2002, 2008) delve into the complexities of practice and the shared meanings (amongst staff) that underpin it.”
• The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: a literature review (2003, background): “3.4 In a study which flowed from the ongoing EPPE project, Siraj-Blatchford et al (2002) set out to identify the most effective teaching strategies in the Foundation Stage.”
• ‘Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage (2008, unknown): “Using QSR Nvivo Software (see Siraj-Blatchford et al. 2002).”
• Curricular quality and day‐to‐day learning activities in pre‐school (2007, background): “1080/09669760601106968International Journal of Early Years Education0966-9760 (pri t)/1469-8463 (online)Original Article2 07 & Francis5 000Ma ch 2007K thySylv.s @edstud. x.ac.uk The purpose of this paper is to show how curricular quality is related to the day-to-day activities experienced by childre”
• Mathematics Education in the Early Years: Building Bridges (2009, background): “In summary, in order to address concerns around lack of purposeful opportunities for young children to develop mathematical ideas (Siraj-Blatchford et al, 2002; Davies, 2003; Clements & Sarama, 2007), the research studies presented in this section provide multiple ways to enhance the ‘mathematical…”
• Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play (2011, background): “Furthermore, effective pedagogic interactions are based on shared problem-solving with the use of open questions, sustained shared thinking (Siraj-Blatchford et al. 2002), and possibility thinking (Chappell et al. 2008), which forms the basis of dialogic teaching (Alexander 2004).”
• Preschool teaching in Sweden – a profession in change (2011, background): “In particular, we consider teachers’ experiences of how certain dimensions and aspects of preschool quality benefit children’s learning and development (Sheridan, Pramling Samuelsson, and Johansson 2009; Siraj-Blatchford et al. 2002).”