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    Pre-school experience and literacy and numeracy development at the end of key stage 1

    Quinn, L. and Melhuish, Ted and Hanna, K. and Sylva, K. and Siraj-Blatchford, I. and Sammons, P. and Taggart, B. and Doyle, A. (2005) Pre-school experience and literacy and numeracy development at the end of key stage 1. Technical Report. Stranmillis University Press, Belfast, Northern Ireland.

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    Abstract

    This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children’s development of individual and family characteristics such as gender, family size, parental education and employment. This overview describes the research design and discusses a variety of research issues (methodological and practical) in investigating the impact of pre-school provision on children’s developmental progress. A parallel study is being carried out in England (EPPE).

    Metadata

    Item Type: Monograph (Technical Report)
    School: School of Science > Psychological Sciences
    Depositing User: Sarah Hall
    Date Deposited: 11 May 2020 09:58
    Last Modified: 11 May 2020 09:58
    URI: https://eprints.bbk.ac.uk/id/eprint/31898

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