The impact of pre-school on young children's cognitive attainments at entry to reception.

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Early years

Authors

Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I. and Taggart, B., University of London, UK.

Publisher

British Educational Research Journal Vol. 30, No. 5, October 2004

Introduction

Recent efforts to extend and improve Early Years provision make this study of its effects on the attainment of young children particularly relevant to policy makers, parents and Early Years practitioners. The study examined the effects of pre-school experience on various aspects of young children’s achievement which were measured as they started primary school. It compared children who had not attended nursery schools or playgroups with children who attended a variety of pre-school educational settings and concluded that pre-school education can offer children, especially socially disadvantaged ones, a better start to primary school.

Keywords:
United Kingdom; England; Early years; Reception; Nursery schools; Home-school links; Home environment; Socioeconomic influences; Classroom environment; Attainment; Special educational needs

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the main factors that affected children’s early progress? How did the home learning environment affect children's development? How did family background affect children's development? How did individual differences affect children's development? How did the length of time that children spent attending pre-school affect their attainment? What conclusions did the researchers draw from their study? What were the aims of this study and how was it designed? What are the implications of the study for practitioners? Where can I find out more? Send us your feedback Collated digests The impact of pre-school on young children's cognitive attainments at entry to reception. To view/remove/add notes and save your collated digests click here Get Word Reader The impact of pre-school on young children's cognitive attainments at entry to reception. This digest found in Early years Send to a friend Word doc 70KB Printer friendly Authors Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I. and Taggart, B., University of London, UK. Publisher British Educational Research Journal Vol. 30, No. 5, October 2004 Introduction Recent efforts to extend and improve Early Years provision make this study of its effects on the attainment of young children particularly relevant to policy makers, parents and Early Years practitioners. The study examined the effects of pre-school experience on various aspects of young children’s achievement which were measured as they started primary school. It compared children who had not attended nursery schools or playgroups with children who attended a variety of pre-school educational settings and concluded that pre-school education can offer children, especially socially disadvantaged ones, a better start to primary school. Keywords: United Kingdom; England; Early years; Reception; Nursery schools; Home-school links; Home environment; Socioeconomic influences; Classroom environment; Attainment; Special educational needs