/pdf/the-impact-of-parental-involvement-parental-support-and-za74xnfwt8.pdf

The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: a literature review

http://193.61.4.225/web-files/our-staff/academic/edward-melhuish/documents/Sylva_et_al-2006-Capturing%20quality____ECRQ.pdf

Capturing Quality in Early Childhood through Environmental Rating Scales

This article explores the impact of pre-school experience on young children's cognitive attainments at entry to primary school and analyses data collected as part of a wider longitudinal study, the Effective Provision of Pre-school Education (EPPE) project, which followed a large sample of young children attending 141 pre-school centres drawn from six types of provider in five English regions. The article compares the characteristics and attainments of the pre-school sample with those of an additional `home' sample (children who had not attended pre-school) recruited at entry to reception. Multilevel analyses of relationships between child, parent and home environment characteristics and children's attainments in pre-reading, early number concepts and language skills are presented. Duration of time in pre-school is found to have a significant and positive impact on attainment over and above important influences such as family socio-economic status, income, mother's qualification level, ethnic and language background. The research also points to the separate and significant influence of the home learning environment. It is concluded that preschool can play an important part in combating social exclusion by offering disadvantaged children, in particular, a better start to primary school.

http://193.61.4.225/web-files/our-staff/academic/edward-melhuish/documents/Sammonsetal2004.pdf

The impact of pre-school on young children's cognitive attainments at entry to reception

Child development and child well-being are major concerns in many OECD countries and are the subject of ongoing work at the OECD. These concerns have led to a search for policies to offset poverty, deprivation, vulnerability, and the risk factors that can trigger a lifelong cycle of disadvantage. It is in this context that we carried out a review of the research literature on child outcomes and of the different social policies that may affect them. The paper is organized in four parts: (1) a summary of child outcomes of concern in various OECD countries; (2) a discussion of one particular outcome, child poverty, and its negative consequences for children; (3) a summary of the research linking different family types with different outcomes; and (4) the social policies that may lead to different positive and negative outcomes.
Our main conclusions from this literature review is that knowledge-building is proceeding, in particular, with regard to child poverty and the policies ...

Social Policies, Family Types and Child Outcomes in Selected OECD Countries

The Effective Provision of Pre-School Education (EPPE) project is the first major European longitudinal study of a national sample of young children’s development between the ages of 3 and 7 years. To investigate the effects of pre-school education, the EPPE team collected a wide range of information on 3,000 children. The study also looks at background characteristics related to parents, the child’s home environment and the pre-school settings children attended. Settings (141) were drawn from a range of providers (local authority day nurseries, integrated1 centres, playgroups, private day nurseries, nursery schools and nursery classes). A sample of ‘home’ children (who had no or minimal pre-school experience) were recruited to the study at entry to school for comparison with the pre-school group. In addition to investigating the effects of pre-school provision, EPPE explored the characteristics of effective practice (and the pedagogy which underpins it) through twelve intensive case studies of settings where children had positive outcomes. EPPE has demonstrated the beneficial effects of high quality provision on children’s intellectual and social/behavioural development measured at primary school entry as well as at the end of Years l and 2 of primary school. This research brief describes the effects of education in the pre-school period (ages 3 and 4) as measured at primary school entry (rising 5) and in Years 1 and 2 (ages 6 and 7). The brief summarises the empirical work published in eleven Technical Papers (www.ioe.ac.uk/projects/eppe). Those interested in statistical methods or detailed findings should consult the Technical Papers.

The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to end of Key Stage1 Research brief

Information on the characteristics of the parents, families, and children was collected by parental interview at the start of the study. This information was used to describe the sample in terms of the parents (labour market participation, socio-economic characteristics, qualifications, marital status and age), the family (composition, ethnicity and language), the child’s health, development and behaviour, the child’s activities in the home, the use of pre-school provision and childcare history. The variation of the sample’s characteristics related to the different types of pre-school centre and also to socio-economic status is reported. Consideration has been given to whether type of pre-school centre differences reflect socio-economic status or whether the differences between the users of different types of pre-school centre go beyond differences in socio-economic status.
The characteristics of parents, families, children, home activities all showed differences related to the family’s socio-economic status, and the variation between pre-school groups largely reflected differences related to socio-economic status. However childcare histories showed variation between pre-school groups which did not reduce to socio-economic differences. Childcare histories revealed great diversity across the whole sample and within each pre school group.

Parent, Family and Child Characteristics in Relation to Type of Pre-school and Socio-economic Differences

The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 2 - Characteristics of the Effective Provision of Pre-school (EPPE) Project sample at entry to the study.

The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 4 - Parent, Family and Child Characteristics in Relation to Type of Pre-school and Socio-Economic Differences

The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 6A - Characteristics of Pre-school Environments.

The Effective Provision of Pre-school Education (EPPE) Project: Technical Paper 6 - Characteristics of the Centres in the EPPE sample: Observation Profiles.

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