| StorageSite | UCL Institute of Education |
| AdminHistory | Project Summary taken from the TLRP website.
'The EPPE 3-11 study (2003-2008) provides a five year extension to Europe's largest longitudinal investigation into the effects of pre-school education on children's developmental outcomes at the start of primary school: the Effective Provision of Pre-School Education (EPPE, 1997-2003). EPPE, EPPE 3-11, and their associated extensions (see: www.ioe.ac.uk/) represent a major investment into early educational effectiveness research by the Department for Education and Skills, and the Department for Education: Northern Ireland.
Following the developmental trajectories of 3000 randomly selected children in 141 preschool settings, the EPPE study has shown the contribution to children's development of attendance at different types of early childhood provision. It has also investigated the effects of duration of pre-school, and the contribution to children's outcomes of different pedagogical strategies and different levels of staff qualification. While investigating the effects of pre-school, the study has also demonstrated the important contribution of family factors to children's development, including demographic influences such as social class and behavioural influences such as family activities that enhance young children's learning. By combining the 'education' and the 'social background' analyses, the positive influence of early childhood education has been demonstrated, especially for children from disadvantaged backgrounds and those at risk of developing special educational needs. The EPPE 3-11 extension has been developed to explore four related themes:
a) Do the effects of pre-school continue into Key Stage 2?
b) What are the characteristics of 'effective' primary classrooms and schools?
c) Who are the resilient and the vulnerable children in the EPPE sample?
d) What is the contribution of 'out-of-school learning' (homes, communities, internet) to children's development?' |