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    Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland

    Melhuish, Edward C. and Quinn, L. and Sylva, K. and Sammons, P. and Siraj-Blatchford, I. and Taggart, B. (2013) Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland. School Effectiveness and School Improvement 24 (2), pp. 234-250. ISSN 0924-3453.

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    Abstract

    The Effective Pre-school Provision in Northern Ireland (EPPNI) project is a longitudinal study of child development from 3 to 11 years. It is one of the first large-scale UK projects to investigate the effects of different kinds of preschool provision, and to relate experience in preschool to child development. In EPPNI, 683 children were randomly selected from 80 preschools, and 151 children were recruited without preschool experience. Progress was then followed from age 3 to age 11. Preschool experience was related to age 11 performance in English and mathematics. High-quality preschools show consistent effects that are reflected not only in improved attainment in Key Stage 2 English and mathematics but also in improved progress in mathematics over primary school. Children who attended high-quality preschools were 2.4 times more likely in English, and 3.4 times more likely in mathematics, to attain Level 5 than children without preschool experience.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): preschool, literacy, numeracy, child development
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Research Centre: Children, Families and Social Issues, Institute for the Study of
    Depositing User: Administrator
    Date Deposited: 18 Jun 2013 11:18
    Last Modified: 05 Dec 2016 11:52
    URI: http://eprints.bbk.ac.uk/id/eprint/7474

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