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    The Effective Provision of Pre-School Education [EPPE] project: a longitudinal study funded by the DfES: (1997 – 2003)

    Sammons, P. and Sylva, K. and Melhuish, Edward C. and Siraj, I. and Taggart, B. and Smees, R. and Toth, K. and Welcomme, W. (2014) The Effective Provision of Pre-School Education [EPPE] project: a longitudinal study funded by the DfES: (1997 – 2003). Technical Report. Institute of Education, London, UK.

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    Abstract

    The Effective Provision of Pre-school Education (EPPE) project explores the impact of preschool centre provision on young children’s cognitive progress and their social/behavioural development. The EPPE study was commissioned and funded by the DfES. The research has tracked a large sample of over 2700 young children and analysed their cognitive attainment and progress and social behaviour at the end of Year 2 (age 7 years plus). Earlier reports have examined cognitive attainment and social/behavioural development over the pre-school period. This paper investigates attainment, progress and social/behavioural development from entry to reception classes (age rising 5 years) until the end of Year 1 in primary school, when children were age 6 years plus. Technical Paper 11 describes the results of similar analyses conducted at the end of Year 2.

    Metadata

    Item Type: Monograph (Technical Report)
    Additional Information: ISBN: 085473660X
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Research Centre: Children, Families and Social Issues, Institute for the Study of
    Depositing User: Sarah Hall
    Date Deposited: 13 Oct 2015 15:59
    Last Modified: 05 Dec 2016 11:52
    URI: http://eprints.bbk.ac.uk/id/eprint/13078

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