Measuring the Impact of Pre-School on Children's Cognitive Progress over the Pre-School Period
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Measuring the Impact of Pre-School on Children's Cognitive Progress over the Pre-School Period: Technical Paper 8a(EPPE)

Measuring the Impact of Pre-School on Children's Cognitive Progress over the Pre-School Period: Technical Paper 8a(EPPE)


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About the Book

This Technical Paper describes the results of analyses of young children's cognitive progress during their time in pre-school. Equivalent results on social behavioural development are reported in EPPE Technical Paper 8b. Five measures of cognitive attainment assessed at entry to primary school have been studied: pre-reading, language attainment, two measures of non-verbal attainment and early number concepts. A range of statistical methods (multilevel modelling) have been used to analyse data for around 2800 children, to measure cognitive progress over the pre-school period. This explores the unique (net) contribution of particular characteristics (child, parental background and the home), to variation in children's outcomes in particular whether there is evidence of pre-school influences on young children's cognitive gains. The multilevel value added analyses also illuminated the pre-school characteristics such as type of pre-school attended, number of sessions, quality characteristics, ratios and staff qualifications which show statistical relationships with children's cognitive outcomes. Findings concerning a sample of 'home children', who have had no pre-school centre experience before starting primary school, are reported for comparison with the pre-school sample. The main findings of the EPPE study point to the continued strength of background influences on young children's cognitive attainments and progress at entry to school and also provide new evidence concerning the impact of pre-school. In combination with the findings for social behaviour reported in Technical Paper 8b, the results indicate that pre-school can help to combat social exclusion and promote inclusion by offering disadvantaged young children, in particular, a better start at school.

Table of Contents:
Overview of the Project Main Findings and Implications for Policy Introduction Section 1: Characteristics of the Sample at Primary School Entry Section 2: Children’s Cognitive Attainments at Primary School Entry: Results from Contextualised Multilevel Analyses Child Measures Family Measures Home Environment Measures Other Measures Section 3: Children’s Cognitive Progress Over the Pre-school Period: Results from Value Added Multilevel Analyses Simple Value Added Models Complex Value Added Models Pre-reading Progress Early Number Concepts Progress Language Progress Non Verbal Progress Spatial Awareness / Reasoning Progress Differences Between Individual Pre-school Centres in their Effects Section 4: Accounting for Pre-school Centre Effects on Children’s Cognitive Progress Pre-school Type Quality Characteristics in terms of ECER-R and ECERS-E Quality Characteristics in terms of Caregiver Interaction Scale Staff Qualifications Ratios Amount of Pre-school Provision Child Age at Start of Pre-school Centre Parental Involvement Section 5: The Impact of Pre-school Provision: Comparison of Home Children with Children who Attended a Pre-school Centre Characteristics of the Home Children Compared with Children who Attended a Pre-school Centre A Contextualised Analysis of the Home Children’s Social Behavioural Development at Primary School Entry Compared to Children who Attended a Pre-school Centre Section 6: Summary and Conclusions Appendices


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Product Details
  • ISBN-13: 9780854735990
  • Publisher: Institute of Education
  • Publisher Imprint: Institute of Education
  • Height: 297 mm
  • No of Pages: 130
  • Spine Width: 7 mm
  • Width: 210 mm
  • ISBN-10: 0854735992
  • Publisher Date: 07 Mar 2004
  • Binding: Paperback
  • Language: English
  • Series Title: EPPE
  • Sub Title: Technical Paper 8a


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Measuring the Impact of Pre-School on Children's Cognitive Progress over the Pre-School Period: Technical Paper 8a(EPPE)
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Measuring the Impact of Pre-School on Children's Cognitive Progress over the Pre-School Period: Technical Paper 8a(EPPE)
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Measuring the Impact of Pre-School on Children's Cognitive Progress over the Pre-School Period: Technical Paper 8a(EPPE)

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