Sylva, K. and Sammons, P. and Chan, L.L. and Melhuish, Edward C. and Siraj-Blatchford, I. and Taggart, B. (2013) The effects of early experiences at home and pre-school on gains in English and mathematics in primary school: a multilevel study in England. Zeitschrift fur Erziehungswissenschaft 16 (2), pp. 277-301. ISSN 1434-663X.
Abstract
Few studies have explored whether learning experiences during the pre-school period differentiate rates of growth in academic skills during primary school. Here, findings are presented from a longitudinal study on a representative sample of 2,800 children in the UK. This study examined the contribution of the early years Home Learning Environment (HLE) and pre-school quality to children’s academic progress between ages 7 and 11 (i.e. years 2 and 6 of primary school) in English and mathematics. Results indicate that a rich early HLE leads to accelerated progress in English and mathematics between 7 and 11 years. Quality rather than mere attendance was the pre-school factor which promoted academic progress. Children who had a stronger ‘profile’ at school accelerated away from other children over the primary period. The benefits of high quality home and pre-school environments appear to be long-lasting and cumulative, improving children’s developmental trajectories by enabling them to make greater learning gains compared to their peers who experienced lower pre-school quality.
Metadata
| Item Type: | Article |
|---|---|
| Keyword(s) / Subject(s): | academic skills, home learning environment, pre-school quality |
| 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: | 15 Oct 2015 09:03 |
| Last Modified: | 02 Aug 2023 17:18 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/13088 |
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