Policy and research on preschool care and education in the UK by Melhuish, E

Education. Preschool matters. by Melhuish, E

The quest for quality in early day care and preschool experience continues by Melhuish, E

Parenting training improves problem behaviour in children at risk of conduct disorder: Commentary by Melhuish, E

Longitudinal research and early years policy development in the UK by Melhuish, E

Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective by Nurse, L, Melhuish, E

An international overview of early childhood care and education by Melhuish, E, Petrogiannis, K

Early childhood education and care in China: history, current trends and challenges by Qi, X, Melhuish, E

National evaluation of Sure Start local programmes: An economic perspective by Meadows, P, Melhuish, E

Early childhood care and education: International perspectives by Melhuish, E, Petrogiannis, K

Structural factors and policy change as related to the quality of early childhood education and care for 3–4 year olds in the UK by Melhuish, E, Gardiner, J

Introducing international perspectives on early childhood care and education by Melhuish, E, Petrogiannis, K

Amount and timing of group-based childcare from birth and cognitive development at 51 months by Barnes, J, Melhuish, E

Longer-term effects of early childhood education and care: Evidence and policy by Melhuish, E, Tradução, M

Childcare Research at the Dawn of a New Millennium: An Update by Friedman, S, Melhuish, E, Hill, C

Educational progress of looked-after children in England: A study using group trajectory analysis by Sutcliffe, A, Gardiner, J, Melhuish, E

Evaluation and value of Sure Start. by Melhuish, E, Belsky, J, Barnes, J

Can professional development in the early years bring improved outcomes for children? by Siraj, I, Kingston, D, Melhuish, E

Is cognitive development at three years of age associated with ECEC quality in Norway? by Eliassen, E, Zachrisson, HD, Melhuish, E

Do aspects of social, emotional and behavioural development in the pre-school period predict later cognitive and academic attainment? by Hammer, D, Melhuish, E, Howard, SJ