The Effects of Pre‐School Experience on Reading Attainment: a four year cross‐sectional study

Davies, Julie; Brember, Ivy

doi:10.1080/0144341970170302

Cited by 5 publications

(4 citation statements)

References 24 publications

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“…Other evidence had been provided concerning the influence of different pre-school environments on children's development (Melhuish, 1993;Sylva & Wiltshire, 1993). Some researchers adopted cross-sectional designs to explore the impact of different types of pre-school provision (Davies & Brember 1997). Feinstein, Robertson, and Symons (1998) (1958) could explore progress over the pre-school period.…”

Section: Research On the Effects Of Early Educationmentioning

confidence: 99%

Investigating the Effects of Pre‐school Provision: Using Mixed Methods in the EPPE Research

Sammons

Siraj‐Blatchford²,

Sylva³

et al. 2005

International Journal of Social Research Methodology

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The Effective Provision of Pre-school Education (EPPE) project is a longitudinal study of young children between the ages of 3 and 7 years. Research began in 1997 and both quan-titative and qualitative methods were used to explore the effects of pre-school education on children's attainment and social/behavioural development at entry to school, and of any continuing effects on such outcomes at the end of Key Stage 1 (age 7). The sample included over 3,000 children and 141 pre-school centres drawn from six different types of providers. In addition, a home sample of children who had not attended a pre-school centre was included. In order to identify the processes that might influence centre effectiveness, observational data were collected and centre managers interviewed. In-depth case studies of 12 more effective centres were used to explore and illuminate the processes, particularly in relation to pedagogy, associated with better child outcomes. A mixed method approach was adopted to simultaneously answer both confirmatory and exploratory questions, to support user engagement and provide triangulation. The paper argues that the mixed method approach supported the development of stronger research inferences. Downloaded by [UQ Library] at 21:01 19 June 2015 208 P. Sammons et al.the first research into the effects of early years education and care to apply an educational effectiveness design to investigate the impact of pre-school on child outcomes (both cognitive and social behavioural) over time. Although EPPE's research methods draw upon several well-known traditions of investigation, the questions it seeks to answer about 'effective' ways to educate and care for young children are both contemporary and practical. The research team brought together researchers and approaches used in different and previously separate research traditions to provide a rigorous analysis that could be presented with quantitative breadth and sufficient qualitative depth to achieve impact upon policy and practice and contribute to the further development of academic understanding of the influence of pre-school on young children.

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Section: Research On the Effects Of Early Educationmentioning

confidence: 99%

Investigating the Effects of Pre‐school Provision: Using Mixed Methods in the EPPE Research

Sammons

Siraj‐Blatchford²,

Sylva³

et al. 2005

International Journal of Social Research Methodology

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“…It has been well documented that children entering school bring with them a range of mathematical competencies (Aubrey, 1993;Davies and Brember, 1998) and it is widely acknowledged that 'family environment is important for the development of children's cognitive abilities' (Young-Loveridge, 1989). It follows, therefore, that pre-school experience within the home must be fundamental to the development of early mathematical concepts.…”

Section: Introductionmentioning

confidence: 97%

A Study of Children's Mathematical Experiences in the Home

Bottle

1999

Early Years

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There are concerns about the low mathematical attainment of school children in the UK and debate has concentrated on the raising of standards of teaching. Research indicates, however, that there are other influences which impinge on the mathem atical attainment of our children. One of these influences is the home environment and the attitudes of parents to mathematics. Little research has been carried out in the home that focuses on the mathematical activity that occurs there and the support which parents do or do not give their children in this area. This study, therefore, is a small multi-methods case study looking at the mathematics of the home and seeks to uncover the mathematical practices that occur there. The more modest objectives for this paper are to examine the research methodology, to describe the rationale behind the choice of research procedure and to discuss the merits or otherwise of the methods used for collection of data during observations. Examination of data collected so far in this study showed that mathematical activity occurred in all of the homes studied but also seemed to indicate that for parents the mathematical development of their children was not high on the agenda.

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“…Less-intensive generic public preschool education programs in high-income countries can also support small to moderate positive gains in cognitive outcomes in the short ( Magnuson and Waldfogel, 2005 ), intermediate ( Davies and Brember, 1997 ; Sylva et al, 2004 ; Havnes and Mogstad, 2011 ; Ladd et al, 2014 ), and longer term ( Barnett, 1998 ; Goodman and Sianesi, 2005 ; Apps et al, 2013 ; Sisco et al, 2014 ). The benefits of preschool education are often especially noticeable for children from disadvantaged socio-economic backgrounds ( Sylva et al, 2004 ; Havnes and Mogstad, 2011 ; Apps et al, 2013 ).…”

Section: Introductionmentioning

confidence: 99%

Persistence and fading of the cognitive and socio-emotional benefits of preschool education in a low-resource setting: Group differences and dose-dependent associations in longitudinal data from Vietnam

Dinh

Robinson²

2023

Front. Psychol.

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IntroductionFour analytic approaches examined the effectiveness of preschool education in Vietnam, which provides a context in which national curricula and teaching standards for preschools and schools, high levels of preschool attendance, and fee subsidies for disadvantaged children, limit the heterogeneity in children’s experiences that often obscure the outcomes associated with preschool attendance.MethodsThe Young Lives Study provided longitudinal data on children’s receptive vocabulary, mathematics, and life satisfaction at 5, 8, 12, and 15 years of age, and on their self-concept and relationships at 12 and 15 years.ResultsThe first analysis found that children who attended preschool (n = 1,562 at 5 years of age) had larger vocabularies at 5, 8, 12, and 15 years, greater mathematics knowledge at 5, 8, and 12 years, and higher life satisfaction at 5 and 12 years of age than the small number of children who did not attend preschool (n = 164 at 5 years of age). The second, found that the dose of preschool education (hours per week × 4 × months) received by children who attended preschool was positively associated with their receptive vocabulary and mathematics scores at 5, 8, 12, and 15 years of age, and with their life satisfaction at 5 and 15 years of age. Although the magnitude of the effect for vocabulary declined over time, it remained stable for mathematics. The third analysis found that a high dose of preschool education allowed disadvantaged rural children to achieve comparable or better scores than their urban peers for receptive vocabulary at 8, 12, and 15 years, mathematics at 12 years, and life satisfaction at all ages. The final analysis found that even a low dose of preschool education improved rural children’s receptive vocabulary at 5, 8, and 15 years, and their numeracy/mathematics scores at 5, 8, and 12 years.DiscussionTogether, the results suggest that preschool attendance had a small but meaningful positive association with Vietnamese children’s cognitive skills and life satisfaction that persisted for at least 10 years. These findings provide insights into the scale, scope, and longevity of effects that can be achieved from scaled-up preschool programs under resource-constrained conditions.

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The Effects of Pre‐School Experience on Reading Attainment: a four year cross‐sectional study

Cited by 5 publications

References 24 publications

Investigating the Effects of Pre‐school Provision: Using Mixed Methods in the EPPE Research

Investigating the Effects of Pre‐school Provision: Using Mixed Methods in the EPPE Research

A Study of Children's Mathematical Experiences in the Home

Persistence and fading of the cognitive and socio-emotional benefits of preschool education in a low-resource setting: Group differences and dose-dependent associations in longitudinal data from Vietnam

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