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Full-Text Articles in Education
Special Education Needs Across The Pre-School Period, Pam Sammons, Rebecca Smees, Brenda Taggart, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliot
Special Education Needs Across The Pre-School Period, Pam Sammons, Rebecca Smees, Brenda Taggart, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Karen Elliot
Faculty of Social Sciences - Papers (Archive)
The Early Years Transitions and Special Educational Needs (EYTSEN) project builds on the work of the Effective Provision of Pre-School Education (EPPE) project, a major longitudinal study of a national sample of young children’s progress and development through pre-school and into primary school until the end of Key Stage 1 (age 3+ to 7 years) (Sylva et al., 1999).1 Both the EPPE and EYTSEN research studies are funded by the DfES. The EYTSEN study explores evidence of possible special educational needs (SEN) amongst pre-school children. It uses a range of information to identify children who may be ‘at risk’ in …
Characteristics Of Pre-School Environments In Northern Ireland: An Analysis Of Observational Data, Edward Melhuish, Louise Quinn, Kathleen Mcsherry, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Sofia Guimares
Characteristics Of Pre-School Environments In Northern Ireland: An Analysis Of Observational Data, Edward Melhuish, Louise Quinn, Kathleen Mcsherry, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Sofia Guimares
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 Centre Characteristics: An Analysis Of Centre Manager Interviews, Louise Quinn, Julie Colhoun, Brenda Taggart, Edward Melhuish, Iram Siraj-Blatchford, Kathy Sylva, Pam Sammons, Kathleen Mcsherry
Pre-School Centre Characteristics: An Analysis Of Centre Manager Interviews, Louise Quinn, Julie Colhoun, Brenda Taggart, Edward Melhuish, Iram Siraj-Blatchford, Kathy Sylva, Pam Sammons, Kathleen Mcsherry
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 Cognitive Development At The Start Of Primary School, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Christopher Shields
Pre-School Experience And Cognitive Development At The Start Of Primary School, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Christopher Shields
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 Start Of Primary School, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Gail Currie
Pre-School Experience And Social/Behavioural Development At The Start Of Primary School, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Gail Currie
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, …