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

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Early years

What are the implications of the study for practitioners?

In completing this digest, the authors began to ask questions about implications for practitioners.

Teachers wanting to offer all Reception children the best possible start to school may like to consider the following:

when the research was undertaken, all children in the areas of the study joined Reception class in the term in which they became five. Most areas have since adopted a two-term entry system. Given that age in months on entering Reception was shown to have a marked effect on cognitive development, what can you do to differentiate work for the youngest children as they enter school?
the study found the effects of the learning environment at home to be very important. What do you do to help all parents and especially, those whose children have not attended pre-school, to support their children's learning? For example, Newall Green Primary School (see Where can I find out more?) dedicates one corridor wall to displaying plastic pockets full of easy activities parents can pick up and do at home this their children.
is there more you could do, possibly by working with local community leaders, especially to support the parents of children with English as an additional language?

School leaders wanting to offer all Reception children the best possible start to school may like to consider the following:

The researchers found that, regardless of all other factors, children who had not experienced any pre-school provision were less cognitively advanced at school entry. What specific measures does your school take to ease the transition from home to school of such young children? What additional support could you give to such children?
The researchers noted that ethnic differences were more likely to occur in measures of language than in early number concepts or pre-reading skills. Does the baseline assessment used by your school give a measure of children's attainments across a range of academic domains?

A query for community leaders and local policy makers:

the study showed positive effects of attending a pre-school setting on children's cognitive development and also that groups suffering from socio-economic deprivation were least likely to send their children to a pre-school setting. What measures can you take to persuade and enable disadvantaged parents to send their children to pre-school?

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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 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 Collate for later What are the implications of the study for practitioners? In completing this digest, the authors began to ask questions about implications for practitioners. Teachers wanting to offer all Reception children the best possible start to school may like to consider the following: when the research was undertaken, all children in the areas of the study joined Reception class in the term in which they became five. Most areas have since adopted a two-term entry system. Given that age in months on entering Reception was shown to have a marked effect on cognitive development, what can you do to differentiate work for the youngest children as they enter school? the study found the effects of the learning environment at home to be very important. What do you do to help all parents and especially, those whose children have not attended pre-school, to support their children's learning? For example, Newall Green Primary School (see Where can I find out more?) dedicates one corridor wall to displaying plastic pockets full of easy activities parents can pick up and do at home this their children. is there more you could do, possibly by working with local community leaders, especially to support the parents of children with English as an additional language? School leaders wanting to offer all Reception children the best possible start to school may like to consider the following: The researchers found that, regardless of all other factors, children who had not experienced any pre-school provision were less cognitively advanced at school entry. What specific measures does your school take to ease the transition from home to school of such young children? What additional support could you give to such children? The researchers noted that ethnic differences were more likely to occur in measures of language than in early number concepts or pre-reading skills. Does the baseline assessment used by your school give a measure of children's attainments across a range of academic domains? A query for community leaders and local policy makers: the study showed positive effects of attending a pre-school setting on children's cognitive development and also that groups suffering from socio-economic deprivation were least likely to send their children to a pre-school setting. What measures can you take to persuade and enable disadvantaged parents to send their children to pre-school?