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SUMMARY:Measuring ‘quality’ in early education – determining whether
  pre-schools can support children to become better learners - Professor Ka
 thy Sylva (University of Oxford)
DTSTART:20110615T153000Z
DTEND:20110615T173000Z
UID:TALK29783@talks.cam.ac.uk
CONTACT:Elizabeth Ford
DESCRIPTION:This session will examine the methodological challenges associ
 ated with the largest study of pre-school education in Europe. The Effecti
 ve Provision of Pre-School Education (EPPE) research programme is the larg
 est in Europe on the effects of pre-school and primary school on children
 ’s development. EPPE has followed 3000 children from 3–14 years of age
  in England and studied the effects of pre-school on development. The stud
 y employs a mixed methods design. Quantitative (multilevel value-added) an
 alyses are applied to longitudinal child assessments and background factor
 s over time\; qualitative analyses are applied to case studies of educatio
 nal settings and also of children and their families. This presentation wi
 ll explore the role of pre-school quality in relation to children’s deve
 lopmental profiles when they entered school. It will also present new data
  on the effect of pre-school quality not only on children’s profiles at 
 school entry\, but also on their capacity to make accelerated progress in 
 Key Stage 2. The talk will close by considering what large-scale ‘outcom
 e’ studies can and cannot tell us about pre-school education.
LOCATION:Downing College\, Regent Street\, Cambridge\, UK
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