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    Effective pre-school and primary education 3-11 project (EPPE 3-11): influences on children's cognitive and social development in year 6

    Sammons, P. and Sylva, K. and Melhuish, Edward C. and Siraj-Blatchford, I. and Taggart, B. and Hunt, S. and Jelicic, H. (2008) Effective pre-school and primary education 3-11 project (EPPE 3-11): influences on children's cognitive and social development in year 6. Project Report. Department of Children, Schools and Families, Nottingham, UK.

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    Abstract

    The Effective Pre-School and Primary Education 3-11 project (EPPE 3-11) investigates the impact of background factors, pre-school and school experiences on a national sample of young children in England between the ages of 3 and 11 years. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and children’s subsequent cognitive (English and Mathematics) and social/behavioural outcomes (‘Self-regulation’, ‘Pro-social’ behaviour, ‘Hyperactivity’ and ‘Anti-social’ behaviour) at age 11 in Year 6 of primary school. It also investigates children’s academic and developmental progress across Key Stage 2 (between Year 2 and Year 6). The brief explores the continuing influence of pre-school and the combined influence of pre-school and primary school experience on children’s cognitive and social/behavioural outcomes. These findings update and extend earlier analyses of pupils’ outcomes in Year 2 and 5 (see Sammons et al., 2004; 2007a; 2007b) and form the end point of the primary phase of the research.

    Metadata

    Item Type: Monograph (Project Report)
    Additional Information: RB048-049 ISBN: 9781847752291
    School: Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences
    Research Centres and Institutes: Children, Families and Social Issues, Institute for the Study of (Closed)
    Depositing User: Sarah Hall
    Date Deposited: 20 Oct 2015 16:19
    Last Modified: 02 Aug 2023 17:19
    URI: https://eprints.bbk.ac.uk/id/eprint/13136

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