The Effective Provision of Pre-School Education (EPPE) Project: Final Report: A Longitudinal Study Funded by the DfES 1997-2004

By Kathy Sylva, E. Melhuish, P. Sammons, I. Siraj‐Blatchford, B. Taggart. 2004

556 citations recorded by the source corpus.

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Citations in the corpus

Mothers’ and fathers’ involvement in home activities with their children: psychosocial factors and the role of parental self-efficacy (2013, background): “…or socio-economic characteristics, suggesting that less well educated parents, from lower SES experiencing economic hardship, tend to be less responsive to their children and provide a lower level of stimulation for learning (Bradley et al., 2001; Kiernan & Huerta, 2008; Sylva et al., 2004).”
Do parents know they matter? Engaging all parents in learning (2008, background): “A recent review of early childhood literature (Sylva et al. 2004) reinforces the finding that engaging parents in schooling at an early stage leads to more positive engagement in learning processes.”
Three Shortcomings of the Social Investment Perspective (2013, background): “Both dimensions should be particularly beneficial for children from a disadvantaged background, ultimately breaking the intergenerational chain of poverty (Brooks-Gunn, 2003; Sylva et al., 2004).”
Capturing Quality in Early Childhood through Environmental Rating Scales (2006, background): “The Effective Provision of Pre-school Education (EPPE) is a British large-scale prospective longitudinal study on the effects of pre-school provision, with more than 3000 children from 141 pre-school centres who were followed from age 3 to age 7 (Sylva et al., 2004).”
Pre-school quality and educational outcomes at age 11: Low quality has little benefit (2011, background): “…effectiveness’ design, EPPE set out to explore the effects of individual pre-school centres on children’s attainment and their social/behavioural development at entry to primary school at age five and the continuing effects at ages seven and 11, end of Key Stages 1 and 2 (Sylva et al., 2004, 2008).”
Why poor children are more likely to become poor readers: the early years (2014, background): “Second, a high quality preschool education from the age of three is beneficial for all children, but is especially important for socio-economically disadvantaged children (Elliot 2006; Sylva et al. 2004).”
Quality of the home learning environment during preschool age – Domains and contextual conditions (2013, background): “…with the frequency of parent–child activities, yet the nature of the activities themselves were more predictive of child outcomes than were the structural characteristics of the families themselves; there is a difference between ‘what people are and what people do’ (Sylva et al. 2004b, 164).”
The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10 (2011, background): “There is now growing evidence of the benefits of pre-school education for children generally (e.g. Magnuson et al., 2004; Sammons et al., 2004, 2008; Sylva et al., 2004; Melhuish et al., 2006).”
Evaluating the Madrasa preschool programme in East Africa: a quasi‐experimental study (2008, background): “The subscales of this test have been shown to predict school entry profiles and subsequent academic attainment (Sylva et al. 2004a).”
Curricular quality and day‐to‐day learning activities in pre‐school (2007, methodology): “All three were found to be important ‘predictors’ of children’s developmental progress over the pre-school period (Sammons et al., 2002, 2003) and up to the age of seven (Sylva et al., 2004).”
Putting the Child-Centred Investment Strategy to the Test: Evidence for the EU27: (2013, background): “These effects have been found in a US as well as in a European context, for different types of services (Havnes and Mogstad, 2011; Sylva et al., 2004; Currie, 2001, see also the overview in UNICEF, 2008).”