158,506 research outputs found
Information and Communications Technologies in Pre-school settings: a review of the literature
This article reviews the research evidence that relates to the use of Information and Communication Technologies (ICT) in pre-school settings. While there is widespread agreement that children should be helped to become confident users of ICT the literature presents a more qualified picture of potential benefits and barriers. The review considers the polarised debate about whether computer use is desirable for young children; the position of ICT as one element in the multi-media mix experienced by children; evidence available about current ICT provision and practice in pre-school settings in the UK and perspectives on the contribution that ICT makes to learning. The need for adults and children to acquire ICT literacy skills is identified, along with a requirement that practitioners should be equipped to make appropriate resource choices. The way in which ICT can play a compensatory and engaging role or further entrench disadvantage (âthe digital divideâ) is discussed. The review concludes that the pedagogical imperative must remain with practitioners
Pre-school enrollment: an analysis by immigrant generation
There has been minimal research on the pre-school enrollment of immigrant children.
Using 1990 U.S. Census data, this paper investigates pre-school enrollment of child
immigrants, those who immigrated as children and the U.S.-born children of
immigrants. The analysis is conducted using probit analysis. Pre-school enrollment is
found to vary systematically with parental characteristics (income and education),
immigrant generation, number of siblings, motherâs labor supply and country of
origin. Among the foreign-born, differences in pre-school enrollment are analyzed by
country of origin. Among the U.S.-born children of immigrants pre-school enrollment
is greatest among those with both parents foreign born
Together towards improvement : pre-school education
This document has been designed to help all those involved with the provision of pre-school education to improve their current practice through a process of self-evaluation. -
The materials provide guidance on:
- the points to be considered by a pre-school centre that is planning to use the process of self-evaluation;
- the key features of self-evaluation;
- identifying the focus for self-evaluation;
- indicators of quality;
- carrying out the process; and
- planning for action
Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Summary Report, Influences on Children's Attainment and Progress in Key Stage 2: Cognitive Outcomes in Year 5
Research Brief: Effective Pre-School and Primary Education 3-11 (EPPE 3-11) (2003-2008) builds on the work of the earlier Effective Provision of Pre-School Education (EPPE) project (1996-2003) which investigated the impact of pre-school provision on a national sample of young children in England between the ages of 3 and 7 years. EPPE 3-11 is following the same sample of around 2,500 children to age 11, the end of Key Stage 2. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and measures of children\u27s cognitive attainment in Year 5 of primary school (age 10). It compares these findingstotheimpactofthesamefactorswhenthechildrenwereinYear1(age6). Thebriefalsoreports findings about the combined influence of pre-school and primary school experience on children\u27s cognitive attainment in Year 5
Special Education Needs across the pre-school period
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 childrenâs 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 âat riskâ in terms of either cognitive or social behavioural development and investigates links with a variety of child, parent and family characteristics. It also describes variations in the policies and provision offered by different pre-school centres designed to support children with special needs.
Information for over 2800 children attending 141 pre-school centres selected from five regions across England has been analysed. Centres have been drawn from a range of types of providers (local authority day nursery, combined centres, playgroups, private day nurseries, nursery schools and nursery classes). The research was designed to study the six main types of institutional provision, not other forms of pre-school care such as relatives, childminders or nannies. One-to-one assessments of different aspects of young childrenâs cognitive development were conducted by trained researchers at entry to the study (age 3+) and later at entry to primary school. In addition, ratings of individual childrenâs social and behavioural development have been collected from pre-school workers at entry to pre-school, and from teachers when children enter primary school. We thus have several sources of information that can be used to explore young childrenâs cognitive attainment and progress and their social behavioural development.
In addition to child assessments, parental interviews conducted when children entered the study have been used to collect detailed information about childcare history and health, and characteristics of children, their families and home environments.
Interviews with centre managers of the pre-school settings attended by children have been used to provide details about pre-school settings including provision for SEN. Observations concerning aspects of centre âqualityâ, and measures of the environment experienced by children were made by trained researchers. The distribution of children in the sample identified as \u27at risk\u27 of SEN between different types of pre-school settings has been examined. In addition, the extent of variation in provision made for SEN between different centres and type of pre-school setting has been investigated.
The EYTSEN study analysed these different sources of information and the linkages amongst them with a view to informing policy and practice related to the characteristics of young children âat riskâ of SEN and pre-school centre practices associated with changes in risk status
Pre-School Enrollment: An Analysis by Immigrant Generation
There has been minimal research on the pre-school enrollment of immigrant children. Using 1990 U.S. Census data, this paper investigates pre-school enrollment of child immigrants, those who immigrated as children and the U.S.-born children of immigrants. The analysis is conducted using probit analysis. Pre-school enrollment is found to vary systematically with parental characteristics (income and education), immigrant generation, number of siblings, mother's labor supply and country of origin. Among the foreign-born, differences in pre-school enrollment are analyzed by country of origin. Among the U.S.-born children of immigrants pre-school enrollment is greatest among those with both parents foreign born.Immigrants, Children, School Enrollment, Pre-School
Effective Pre-school Provision Northern Ireland (EPPNI): pre-school experience and key stage 2 performance in English and mathematics (research report; No 52)
Research report on a "... longitudinal study
that has investigated the development of children between the ages of 3 and 11 years. Both
qualitative and quantitative methods have been used to explore the effects of pre-school
experience on childrenâs attainment and progress on cognitive and social/behavioural
development. In addition to pre-school effects, the study investigates the contribution to
childrenâs development of individual and family characteristics such as gender, family size,
parental education and socio-economic status. A parallel study is being carried out in
England (Effective Pre-school & Primary Education â EPPE).." - overview
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