The Effective Provision of Pre-School
Education [EPPE] Project
A Longitudinal Study funded by the DfEE
(1997 – 2003)
The EPPE Symposium at
The British Educational Research Association
(BERA)
Annual Conference
Cardiff University
7th – 9th September 2000
Presentations / PresenterAn Introduction to EPPE / Professors Kathy Sylva and Pam Sammons
Social/behavioural and cognitive development at 3-4 years in relation to family background / Professor Edward Melhuish
Characteristics of Pre-School Environments (Interview Profiles) / Professor Iram Siraj- Blatchford and Brenda Taggart
Characteristics of Pre-School Environments (Obs. Profiles) / Professor Kathy Sylva and Kathleen McSherry
September 2000
The EPPE Research Team
Principal Investigators
Professor Kathy Sylva
Department of Educational Studies, University of Oxford
00 44 (0)1865 274 008 / email
Professor Edward Melhuish
School of Social Science, Cardiff University
00 44 (0)290 874 853 / email
Professor Pam Sammons
Institute of Education, University of London
00 44 (0)207 612 6323 / email
Professor Iram Siraj-Blatchford
Institute of Education, University of London
00 44 (0)207 612 6218 / email
Research Co-ordinator
Brenda Taggart
Institute of Education, University of London
00 44 (0)207 612 62198 / email
Effective Pre-School Provision in Northern Ireland (EPPNI)
This linked study is currently operating in Northern Ireland.
Research Team
Kathleen McSherry
Stranmillis University College
Queens University, Belfast
00 44 (0) 1232 384 373 / email
Louise Quinn
Stranmillis University College
Queens University, Belfast
00 44 (0) 1232 384 353 / email
EPPE Project Address :
EPPE Project
Room 416
University of London
Institute of Education Tel: +44 (0)207 612 6219
20 Bedford Way Fax: +44 (0)207 612 6230
London WC1H 0AL Email:
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ContentsPage Number
Part One - The design of the longitudinal study1
An Introduction to EPPE
The Linked Study in Northern Ireland 1998 - 2003
Part Two - The pre-school phase2
a)Characteristics of the EPPE project sample at entry to the study
b) Parent, family and child characteristics in relation to type of pre-school 3
and socio-economic differences
c) Contextualising EPPE: Interviews with local authority co-ordinators 4
and centre managers
d)Characteristics of pre-school environments5
Part Three - The reception class phase
a) Measuring the impact of pre-school : A preliminary report on the 6
sample conducted when children entered reception
b)The Early Childhood Environmental Rating Scales (ECERS) in 9
reception classrooms.
Technical Papers in the Series and 10
Ordering information
The EPPE Team11
The Effective Provision of Pre-School Education
(EPPE) Project
Part One – The design of the longitudinal study
An Introduction to EPPE[1]
This five year longitudinal study assesses the attainment and development of children between the ages of 3 to 7 years. Research began in 1997 and both quantitative and qualitative methods (including multilevel modelling) are used to explore the effects of pre-school education on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes two years later at the end of Key Stage 1 (age 7). In addition to pre-school centre effects, the study investigates the contribution to children’s development of individual and family characteristics such as gender, ethnicity, language, parental education and the educational environment of the home. The research design addresses a variety of research issues (methodological and practical) in investigating the impact of pre-school provision on children’s developmental progress.
The Linked Study in Northern Ireland 1998-2003
The Effective Pre-school Provision in Northern Ireland (EPPNI) is part of EPPE and is under the directorship of Professor Melhuish, Professor Kathy Sylva, Professor Pam Sammons, and Professor Iram Siraj-Blatchford. The study explores the characteristics of different kinds of early years provision and examines children’s development in pre-school, and influences on their later adjustment and progress at primary school up to age 7 years. It will help to identify the aspects of pre-school provision which have a positive impact on children’s attainment, progress, and development, and so provide guidance on good practice. The research involves 70 pre-school centres randomly selected throughout Nothern Ireland. The study investigates all main types of pre-school provision attended by 3 to 4 year olds in Northern Ireland: playgroups, day nurseries, nursery classes, nursery schools and reception groups and classes.
Part Two - The pre-school phase
a)Characteristics of the EPPE project sample at entry to the study[2]
Information on the characteristics of over 2000 children drawn from 114 different pre-school centres, who entered pre school during the period 1997-1998, has been analysed. The EPPE sample was recruited at age three years plus from four types of pre-school centre; nursery class, playgroup, private day nursery and local authority day care centres. Children were assessed individually by trained researchers at entry to their pre-school centres (age 3 years plus) using measures of verbal and non-verbal cognitive skills. Measures of their social and behavioural development were also collected from centre staff. In addition, interviews with parents provided detailed information about children's personal and family characteristics (including socio-economic status and home environment)
The relationships between young children's entry assessments and various child (e.g. age, gender, ethnicity) and parent characteristics (e.g. educational and occupational background) are explored, to examine the extent to which variation between children in their cognitive and social-behavioural attainments can be accounted for by different factors.
Marked differences between individual pre-school centres were identified in terms of the characteristics of children entering the EPPE study. In order to investigate the impact of different types of provision and of individual pre-school centres it is essential to have accurate baseline data about children's cognitive attainments and details of their social and behavioural development, so that subsequent progress and development can be measured. The information is also interesting in its own right because it provides a snapshot of children and families at the start of the study. Only in this way will it be possible to establish whether children attending specific centres show greater progress or more positive social and behavioural outcomes by entry to school. Control for differences in the characteristics of children at entry to the study is also necessary to examine any differences in effects related to type of pre-school experience (e.g. nursery class, playgroup, private day nursery or local authority day care nursery).
The results of the first multilevel analyses were used to provide a secure baseline for the later study of children's progress and development. The longitudinal follow up of the analyses of children at entry to pre-school will enable the project to establish whether particular kinds of pre-school experience help to reduce existing disparities in children's cognitive and social and behavioural development already evident when children enter pre-school age three plus years.[3]
b)Parent, Family and Child Characteristics in relation to Type of Pre-school and Socio-economic Differences[4]
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. Research papers consider the variation of the sample’s characteristics related to the different types of pre-school centre and also to socio-economic status. 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.
The childcare histories revealed great diversity across the whole sample and within each pre-school group. Overall the children using private day nurseries and LA centres had more than twice as much non-parental care as the children in the nursery classes and playgroups. There was also a strong association between level of maternal paid employment and previous childcare use. Those mothers who were employed for longer hours had a history of using greater amounts of childcare.
At the beginning of the EPPE project children were assessed on their cognitive and social/behavioural development. Parents were interviewed concerning parental education and employment, family structure, activities with child, health and childcare since birth. This report considers the developmental status of the children at 3-4 years of age as it relates to child, parent and family factors. The parent and family factors are noticeable for the paucity of effects upon social/behavioural development while having very strong effects upon cognitive development. The educational environment of the home was strongly associated with both cognitive and social/behavioural development. .[5]
c)Contextualising EPPE: Interviews with Local Authority Co-ordinators and Centre Managers[6]
This study looked at the impact of recent government initiatives on early childhood care and education for 3 to 5-year olds in the full range of pre-school centres in the study. This was based on interviews conducted with 135 heads of pre-school settings and 12 local authority co-ordinators in six local authorities. At a time of rapid policy development and because of the diversity in pre-school provision, the EPPE study recorded how recent changes in local authority under-fives provision might be affecting the centres that are being studied. The findings relate primarily to the impact of recent initiatives concerning Early Years Partnership Plans and increased collaboration across pre-school services, the introduction of the Desirable Learning Outcomes and associated inspection arrangements, new funding arrangements and plans for training.
In addition to the above interviews, which focused on the macro climate of pre-schools, a separate interview was conducted with the heads/managers of 140 centres focussing specifically on the individual characteristics of their centres. These interviews were designed to provide information to complement the observational profiles (reported in Technical Paper 6 in this series). The interviews revealed wide differences in provision across the sectors in terms of resources, professional facilities and support. The report also details information on staffing and staff development opportunities, qualifications and training and programmes in operation and parental involvement across the range of providers.
d)Characteristics of Pre-school Environments[7]
As part of the study all pre-schools were assessed using an observational assessment known as the Early Childhood Rating Scale, (ECERS-R) plus an extension to it (ECERS-E) based upon the Desirable Learning Outcomes (QCA 1996). ECERS provides measures of the quality of education and care which children receive in settings plus some measures of facilities relating to facilities and human resources. Completion of the ECERS profile required one day of observation plus talking to staff about aspects of the routine which were not visible during the observation session (e.g. weekly swimming or seasonal outings). The researchers administering the assessments were all very familiar with the settings.
The ECERS has 43 items which are divided into seven sub-scales. These sub-scales are: space and furnishings, personal care routines, language and reasoning, activities (e.g. fine motor, art, blocks, dramatic play etc), staff-child and child-child interactions, programme structure (schedule, free play, group time, provision for children with disabilities), and provision for parents and staff.
The additional scale devised by the EPPE research team was based upon Desirable Learning Outcomes and pedagogical practices associated with it covers: literacy, mathematics, science and environment, and diversity.
Analysis of the scores across all of the items indicates that nursery schools, nursery schools combining care and education, and nursery classes are rated consistently good-to-excellent on both assessment scales. Local authority day care (Social Services) centres are rated as adequate-to-good provision. Private day nurseries are rated as minimal/adequate provision. Pre-schools/playgroups are consistently lower than all the other types of provision, although on the ‘social interaction’ dimension they approach the good range.
The linked study in Northern Ireland used ECERS-R on the following types of provision :- playgroups, day nurseries, nursery classes, nursery schools and reception groups and classes. The profiles were broadly similar, although playgroups in Northern Ireland, in general, had higher scores than playgroups in the main EPPE study.
Part Three - The reception class phase
a)Measuring the Impact of Pre-School : A preliminary report on the sample conducted when children entered reception
The EPPE Project collected detailed information about children's personal and family characteristics and their home learning environment for 2800 children from 141 pre-school centres and 200+ without pre-school experience. Children have been tracked from beginning pre-school to entry into reception class. The sample centres were drawn from six types of pre-school provision (playgroups, nursery classes, Local Authority day nurseries, private day nurseries, nursery schools and combined centres).
The research monitors children's progress across the pre-school period in order to identify whether children in particular centres, or experiencing different forms of provision make greater progress than others. An educational effectiveness design has been adopted which uses multilevel modeling techniques. This explores the impact of child, parent and home influences on children’s attainment between the ages of three and seven. The impact of amount of pre-school provision (length of time and number of sessions a week attended), and characteristics of pre-school experience have also been investigated.
Aims
The analysis reported here is based on more than 2100 children (75% of the total sample) from 138 centres. The data were collected at entry to reception. The final report will be published on the full sample. Two key issues are addressed:
1)the impact of background factors and of pre-school experience on later cognitive attainment at school entry, using measures of children’s language, non-verbal skills, emerging literacy and early number concepts.
2)whether there is evidence that some centres are more effective in their impact on children’s cognitive progress during the pre-school period than others.
The influence of child, parent and home environment factors on cognitive attainments at school entry.
The results below are based upon complex statistical analyses which allow the effects of pre-school experiences to be identified having controlled for the impact of other factors (relating to child history or social background) measured in the study.
How child characteristics relate to attainment at entry to school
Girls scored more highly than boys in literacy, early number skills and non-verbal measures but not on the language assessment.
Age was significant for all four outcomes with older children scoring more highly.
Children classified as premature at birth had significantly lower literacy and non-verbal scores at school entry but their language and early number attainments were not significantly different from other children.
Children from larger families (with 3 or more siblings) also showed lower scores on each measure.
Those who spoke two or more languages showed lower scores on the verbal attainment measures and early number, but not on the non-verbal or literacy assessments.
How parent/family characteristics relate to attainment at entry to school
- Children eligible for free school meals had lower performance on all cognitive measures.
Mother’s education was highly significant. Children whose mothers have higher levels of academic qualifications showed better results on all measures.
Socio-economic status is significant for literacy skills, early number skills and non-verbal skills but not for language attainment. Children with fathers in professional occupations had higher attainment on these measures.
How the home environment relates to attainment at entry to school
After controlling for the impact of parents' occupations and education, aspects of the home learning environment were found to have a significant impact on children's cognitive development both at age 3 years plus and again at school entry.
The frequency with which the child plays with letters/numbers at home was linked with attainment in all measures.
Parents’ drawing children’s attention to sounds and letters was linked to literacy skills, early number skills and non-verbal attainment.
The frequency with which parents reported reading to their child was associated with higher scores in all outcomes while frequency of library visits showed a positive association with language, literacy and early number attainment at school entry.
Frequency with which parents said they taught their child songs or nursery rhymes showed a significant positive impact on language scores at school entry controlling for other factors.
While still very important predictors of attainment, the same set of child, parent and home environment characteristics which were related to performance at age three plus accounts for less variance in children’s attainment at school entry for language and literacy measures. This modest reduction in the influence of background factors on children’s attainment may reflect the positive impact of pre-school education and its ability to help reduce inequality in cognitive development which we found at age three. Further follow up of the same group of children at the end of reception and end of Key Stage 1 will show whether the impact of parent and home background factors continues to diminish as children move through the early years of primary school or whether such differences stabilise or increase.