Towards the transformation of practice in early childhood education: the effective provision of pre‐school education (EPPE) project

Abstract

The introduction of the Foundation Stage and its associated legislation has constituted a radical innovation that is transforming early childhood education. In this paper we show how the Effective Provision of Pre-school Education (EPPE) research programme continues to contribute towards achieving these improvements in practice. In focusing upon the EPPE programme's influence upon pedagogic practice in particular, the paper draws predominantly upon the research findings and recommendations associated with our qualitative case studies. This work was first published in the Researching Effective Pedagogy in the Early Years (REPEY) report in 2002, and in the EPPE Technical Paper 10 in 2003. Practitioners respond positively to research when it is focused on specific teaching and learning contexts and practices. The EPPE project therefore applied Environment Rating Scales to identify the quality of educational provision, and used multilevel analysis to isolate the independent variables of most significance in explaining variations in the progress and development of young children during their time in pre-school. The multi-level analysis identified 'good' and 'excellent' centres, based on measurable child outcomes. Twelve of these centres were selected for in-depth qualitative case study enquiries that both extended and triangulated the quantitative analysis. This paper shows how the qualitative findings, as well as some of the data that they have been drawn from, have subsequently been applied to provide the practical guidance and exemplar resources needed in the development and improvement of early years educational practice.

Children’s Learning for a Sustainable Society: Influences from Home and Preschool

“…High-quality early childhood education is effective in developing young children's attitudes and forming their behaviors (Siraj-Blatchford, Taggart, Sylva, Sammons, & Melhuish, 2008). Moreover, it has positive effects on children's well-being, health, and intellectual and social behavioral development especially for those children from disadvantaged backgrounds (Muennig, Robertson, Johnson, Campbell, Pungello & Neidell, 2011;Siraj-Blatchford et al, 2008). A central starting point in EfS is building on children's participation, and viewing them as active agents and stakeholders for the future (Gothenburg Environmental Centre, 2010).…”

Enquiry-based science in the infant classroom: ‘letting go’

“…Enabling young children to become independent learners is part of good early years practice and this teacher was convinced that the children required the time to investigate and develop their own ideas. She thought doing so would be more effective in maximising their learning rather than directly intervening to provide 'the right answer' (Bowman, Donovan, and Burns 2001;Ofsted 2015;Siraj-Blatchford et al 2008). Reflecting on future adaptations to her pedagogical practice, despite the pressures of completing an over-crowded curriculum, she indicated that she would have the confidence to exercise self-control not to intervene too quickly but to act as a facilitator for children's learning (Crawford 2000;Crawford 2007).…”

“…These higher order thinking skills are not only relevant to learning science but are inherently part of good early years practice that aims to develop positive attitudes to learning by encouraging children's motivation to learn, through stimulating their curiosity, imagination and ability to concentrate (Bowman, Donovan and Burns 2001;Ofsted 2015;Siraj-Blatchford et al 2008). …”

How to Educate Children for Sustainable Learning and for a Sustainable World

“…Many current studies have shown that when policies, programs, and public spending priorities are equitable and target people in the greatest need, the most disadvantaged children benefit from the services and good outcomes are achieved (Siraj-Blatchford et al 2008). At the same time, in countries in which policies, programs, and public spending priorities are distributed inequitably, disadvantaged children face increased risks of disease, hunger, illiteracy, and poverty (SirajBlatchford et al 2016).…”