The impact of pre-school on young children's cognitive attainments at entry to reception
This article explores the impact of pre-school experience on young children's cognitive attainments at entry to primary school and analyses data collected as part of a wider longitudinal study, the Effective Provision of Pre-school Education (EPPE) project, which followed a large sample of youn...
| Main Authors: | , , , , , |
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| Format: | Journal article |
| Language: | English |
| Published: |
2004
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| _version_ | 1797080437515878400 |
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| author | Sammons, P Elliot, K Sylva, K Melhuish, E Siraj-Blatchford, I Taggart, B |
| author_facet | Sammons, P Elliot, K Sylva, K Melhuish, E Siraj-Blatchford, I Taggart, B |
| author_sort | Sammons, P |
| collection | OXFORD |
| description | This article explores the impact of pre-school experience on young children's cognitive attainments at entry to primary school and analyses data collected as part of a wider longitudinal study, the Effective Provision of Pre-school Education (EPPE) project, which followed a large sample of young children attending 141 pre-school centres drawn from six types of provider in five English regions. The article compares the characteristics and attainments of the pre-school sample with those of an additional 'home' sample (children who had not attended pre-school) recruited at entry to reception. Multilevel analyses of relationships between child, parent and home environment characteristics and children's attainments in pre-reading, early number concepts and language skills are presented. Duration of time in pre-school is found to have a significant and positive impact on attainment over and above important influences such as family socio-economic status, income, mother's qualification level, ethnic and language background. The research also points to the separate and significant influence of the home learning environment. It is concluded that pre-school can play an important part in combating social exclusion by offering disadvantaged children, in particular, a better start to primary school. |
| first_indexed | 2024-03-07T01:00:02Z |
| format | Journal article |
| id | oxford-uuid:89654aa7-dd82-4271-949d-30bead2ff60f |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T01:00:02Z |
| publishDate | 2004 |
| record_format | dspace |
| spelling | oxford-uuid:89654aa7-dd82-4271-949d-30bead2ff60f2022-03-26T22:24:16ZThe impact of pre-school on young children's cognitive attainments at entry to receptionJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:89654aa7-dd82-4271-949d-30bead2ff60fEnglishSymplectic Elements at Oxford2004Sammons, PElliot, KSylva, KMelhuish, ESiraj-Blatchford, ITaggart, BThis article explores the impact of pre-school experience on young children's cognitive attainments at entry to primary school and analyses data collected as part of a wider longitudinal study, the Effective Provision of Pre-school Education (EPPE) project, which followed a large sample of young children attending 141 pre-school centres drawn from six types of provider in five English regions. The article compares the characteristics and attainments of the pre-school sample with those of an additional 'home' sample (children who had not attended pre-school) recruited at entry to reception. Multilevel analyses of relationships between child, parent and home environment characteristics and children's attainments in pre-reading, early number concepts and language skills are presented. Duration of time in pre-school is found to have a significant and positive impact on attainment over and above important influences such as family socio-economic status, income, mother's qualification level, ethnic and language background. The research also points to the separate and significant influence of the home learning environment. It is concluded that pre-school can play an important part in combating social exclusion by offering disadvantaged children, in particular, a better start to primary school. |
| spellingShingle | Sammons, P Elliot, K Sylva, K Melhuish, E Siraj-Blatchford, I Taggart, B The impact of pre-school on young children's cognitive attainments at entry to reception |
| title | The impact of pre-school on young children's cognitive attainments at entry to reception |
| title_full | The impact of pre-school on young children's cognitive attainments at entry to reception |
| title_fullStr | The impact of pre-school on young children's cognitive attainments at entry to reception |
| title_full_unstemmed | The impact of pre-school on young children's cognitive attainments at entry to reception |
| title_short | The impact of pre-school on young children's cognitive attainments at entry to reception |
| title_sort | impact of pre school on young children s cognitive attainments at entry to reception |
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