Report on Age 6 Assessments

Technical Paper 9

Author/Editor(s):
Format:
Paperback / softback, 78 pages, 297 mm x 210 mm
ISBN:
9780854736003
Published:
22 Feb 2005
Imprint:
Institute of Education

Price: £5.50

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The Effective Provision of Pre-school Education (EPPE) project explores the impact of pre-school 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 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.

  • Pam Sammons

    Institute of Education, University of London

  • Kathy Sylva

    Department of Educational Studies, University of Oxford

  • Edward Melhuish

    Institute for the Study of Children, Families and Social Issues, Birkbeck, University of London

  • Iram Siraj-Blatchford

    Institute of Education, University of London

  • Brenda Taggart

    Research Co-ordinator

    Institute of Education, University of London

  • Karen Elliot

    Institute of Education, University of London

  • Alan Marsh

    Research Officer

    Institute of Education, University of London

Executive Summary
Introduction
Section 1: Characteristics of the sample at the end of Year 1
Cognitive assessments
Difference in attainment for different groups of children
Language
Mother’s qualification level
Family SES
Pre-school type
Multiple disadvantage
Social/behavioural assessments
Characteristics of children by mean social/behavioural factor scores
Gender
Low income
Language
Mother’s qualification level
Family SES
Section 2: Children’s cognitive attainments at the end of Year 1 in primary school results from contextualised multilevel analyses
Child measures
Family measures
Home environment measures
Other measures
Summary of background influences
The impact of pre-school
Duration and quality of pre-school experience
Effectiveness of pre-school centre experience
Section 3: Children’s social/behavioural development at the end of Year 1 in primary school: results from contextualised multilevel analyses
Child measures
Family measures
Home environment measures
Other measures
Summary of background influences
The impact of pre-school
The effectiveness of pre-school centre experience
Section 4: Exploring progress and social/behavioural gains
Section 5: Summary and conclusions
The image of a child’s background
Home learning environment
Children who do not experience pre-school
Appendices