Researching pedagogy in English pre‐schools

By I. Siraj‐Blatchford, Kathy Sylva. 2004

285 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/dd4cc9066a26cde492a54d3e93ba99b87574cd12

How researchers see this paper

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In Developmental and Educational Psychology

1. I. Siraj‐Blatchford
2. Christine Stephen
3. B. Taggart
4. P. Sammons
5. E. Melhuish
6. Kathy Sylva
7. Lisha O’Sullivan
8. Jennifer Butler Ellis

In Education

1. I. Siraj‐Blatchford
2. B. Taggart
3. P. Sammons
4. Kathy Sylva
5. E. Melhuish
6. Christine Stephen
7. Lisha O’Sullivan
8. Jennifer Butler Ellis

Citations in the corpus

• Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation (2012, background): “Siraj-Blatchford and Sylva (2004) , drawing on the EPPE (The Effective Provision of Pre-school Education) and REPEY (Researching Effective Pedagogy in the Early Years) longitudinal data, distinguish pedagogical interactions (specific adult behaviours during learning experiences) from pedagogical fr”
• Mathematics Education in the Early Years: Building Bridges (2009, background): “In the United Kingdom, Siraj-Blatchford et al’s (2002) large-scale study found that approximately 5% of four year olds’ time was spent doing mathematics activities.”
• Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy (2011, background): “4 of a high quality provision for young children (Siraj-Blatchford and Sylva, 2004) and the amount of time a teacher allocates to play gives ‘messages’ about its importance and value.”
• Creativity, Communication and Collaboration: The Identification of Pedagogic Progression in Sustained Shared Thinking (2007, methodology): “…by Ferre Leavers, David Weikart and Carla Rinaldi) match very closely both the EPPE and Researching Effective Pedagogy in the Early Years (REPEY) findings where in each case positive correlations were found (Siraj-Blatchford and Sylva, 2004), and in the developmental analysis below (see Table 1).”
• Towards the transformation of practice in early childhood education: the effective provision of pre‐school education (EPPE) project (2004, methodology): “Detailed accounts of the analytical procedures that were followed may be found in Siraj-Blatchford and Sylva (2004), and in Siraj-Blatchford et al. (2007).”
• Pedagogy: the silent partner in early years learning (2010, background): “Siraj-Blatchford and Sylva (2004) have demonstrated that it was settings where there was a balance between child-initiated and practitioner-initiated learning activities that were most effective in terms of children’s cognitive, social and dispositional outcomes.”
• ‘Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage (2008, background): “2003 , 2004 ) and Effective Provision of Pre‐School Education (EPPE) (Sammons et al.”