Has PDF. Publication Type. More Filters. Teaching in early childhood education is important as the early childhood period is the foundation period of human life. Early childhood educators with higher standards of training and expertise in … Expand. Working to promote the emotional well-being of children is currently a key area of development for the UK government. The increasing responsibility that professionals have for supporting children and … Expand.
Five preschool curricula —comparative perspective. SummaryIn recent years the OECD has undertaken the evaluation of early childhood education and care ECEC on behalf of ministers of education in a number of countries in order to support quality … Expand.
Involving parents in early childhood research as reliable assessors. View 1 excerpt, cites background. Parent views of play in the Preparatory Year in Queensland.
The present study … Expand. Does preschool education exposure predict children's academic and behavioural outcomes in China? Relationships between exposure to preschool education and children's academic and social outcomes have been documented in Western countries.
There is a lack of comparable research in China, where … Expand. View 2 excerpts, cites background. What parents want from direct access to educational psychologists in a children's centre. This article examines the recent move towards baseline assessment in early childhood education in England. Early Childhood Education in Mexico: Expansion, quality improvement, and curricular reform.
In … Expand. Research began in and both quantitative and … Expand. This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over children were recruited to the study during and from 80 … Expand.
View 1 excerpt, references results. The impact of pre-school on young children's cognitive attainments at entry to reception.
Journal of Social Issues, 64, Why children, parents and home learning are important. In Sylva, K. Siraj-Blatchford, I. London: Routledge. Sammons, P. Belfast: Dept. Sylva, P. Taggart, Institute of Education. G2 Melhuish, E Sylva, K. Northern Ireland Dept. G4 Melhuish, E. G5 Melhuish, E. Linking Longitudinal Data. EPPE has influenced government policy on pre-school education and has informed policy efforts to improve pre-school quality, including staff training.
Early years provision has increased dramatically in the last thirteen years, and funding for the most disadvantaged children has become a priority. This policy change has continued to affect over , children in each year group during the current assessment period. Since , results from EPPE have directly influenced policy decisions on poverty, early years and primary education.
Melhuish gave evidence on early years provision to Treasury Minister Danny Alexander August, , when the Treasury were undertaking a comprehensive spending review.
Early years provision was relatively protected from cuts, with the free early education offer to 3-year-olds being maintained. He provided input to government reviews, featuring prominently in the Field , Allen , and Tickell reviews sources S1-S3. In these government reviews, the skills gap between rich and poor children in the early years was identified as a key problem.
The finding from EPPE research that early education starting from 2 years of age can have long term benefits was cited as empirical evidence that early years provision can help to reduce this gap. In this report, EPPE's findings that good quality early education is particularly beneficial for the most disadvantaged children, with benefits still visible at age 11, was discussed as demonstrating that long-term outcomes are obtainable from investment in pre-school.
As a consequence of the EPPE findings of long-term benefits of very early educational provisions described in these government reviews, government policy was changed to extend free early years provision for disadvantaged children.
EPPE's findings that increasing the number of higher qualified degree level staff results in a richer learning environment and produces sustained beneficial effects, in particular for the most disadvantaged children, also affected government policy. These findings featured prominently in the Early Years Evidence Pack , source S5 published by DfE on training staff to a higher level, in order to improve child outcomes, highlighting early years staff qualifications as a driver of quality.
This finding featured in the Nutbrown Review of early education and childcare qualifications , source S7 , which made 19 recommendations towards improving quality of care and training for staff in early years, including having a qualified teacher working with pre-school children as a curriculum lead found to be particularly useful in EPPE.
She supported this view by referring to EPPE findings that children make better progress where trained teachers were present. Melhuish is a regular contributor to international reports. A World Health Organisation WHO report on mental health, resilience, and inequalities , source S9 underlined the importance of EPPE's finding that the quality of the home learning environment is more influential than traditional measures of disadvantage such as parental socioeconomic status and education.
Melhuish gave a keynote address on early intervention at the European Union conference Full URLs and additional tinyurl links have been provided for all weblinks. Copies of all source materials are available upon request if external weblinks are no longer operational. Graham Allen Early Intervention: The next steps.
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