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Pre-School Experience And Social/Behavioural Development At The End Of Year 3 Of Primary School, Edward Melhuish, Karen Hanna, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 3 Of Primary School, Edward Melhuish, Karen Hanna, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
Pre-School Experience And Social/Behavioural Development At The End Of Year 1 Of Primary School, Louise Quinn, Edward Melhuish, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 1 Of Primary School, Louise Quinn, Edward Melhuish, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …
Pre-School Experience And Social/Behavioural Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
Pre-School Experience And Literacy And Numeracy Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Literacy And Numeracy Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
Designing And Researching A Youth Development Model For Physical Activity Participation, Jan Wright, Stuart Woodcock, Jeanette Webb
Designing And Researching A Youth Development Model For Physical Activity Participation, Jan Wright, Stuart Woodcock, Jeanette Webb
Faculty of Education - Papers (Archive)
The project to be described in this paper was originally conceived in the context of research that points to depression as a major factor influencing the health and well-being of young women (Biddle 1995; Yarcheski 2001) and other research that suggests a relationship between participation in physical activity and improvements in the protective factors associated with depression.
The Impact Of Sure Start Local Programmes On Child Development And Family Functioning: A Report On Preliminary Findings, Edward Melhuish, Jay Belsky, Alastair H. Leyland, Angela Anning, Zarrina Kurtz, Jane Tunstill, Mog Ball, Pamela Meadows, Jacqueline Barnes, Martin Frost, Beverley Botting
The Impact Of Sure Start Local Programmes On Child Development And Family Functioning: A Report On Preliminary Findings, Edward Melhuish, Jay Belsky, Alastair H. Leyland, Angela Anning, Zarrina Kurtz, Jane Tunstill, Mog Ball, Pamela Meadows, Jacqueline Barnes, Martin Frost, Beverley Botting
Faculty of Social Sciences - Papers (Archive)
A principal goal of Sure Start Local Programmes (SSLPs) is to enhance the functioning of children and families by improving services provided in the local programme areas. As a first step in assessing the impact of SSLPs on child and family functioning, the Impact module of the National Evaluation of Sure Start (NESS) is studying 9- and 36-month old children and their families in 150 SSLP areas and in 50 comparison communities (i.e. areas designated to become SSLP later). In 2003, home visits were carried out in more than 8000 families in the first 75 SSLP areas and 3000 families …
Game Sense Online - Utilising The Web For The Professional Development Of Physical And Health Education Teachers, Philip J. Pearson, Jacob Towns, Gregg S. Rowland, Paul Webb
Game Sense Online - Utilising The Web For The Professional Development Of Physical And Health Education Teachers, Philip J. Pearson, Jacob Towns, Gregg S. Rowland, Paul Webb
Faculty of Education - Papers (Archive)
In 2005, a new Personal Development, Health and Physical Education (PDHPE) Years 7–10 Syllabus will replace the current syllabus and be implemented with Year 7 and Year 9 students in NSW secondary schools. Informed by contemporary research, the new syllabus represents changes to both the content and the teaching strategies traditionally utilised by teachers. One area that has undergone major changes within the syllabus has been that of the teaching of games, with the move towards a Game Sense framework. It is expected that the implementation of the new syllabus will also be accompanied by a variety of traditional professional …