The Part of Pre-school and Essential Instruction in Security Against Formative Danger.


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The Role of Pre-school and Primary Education in Protection Against Developmental Risk ... Stephen Hunt Institute of Education, University of London ...
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The Role of Pre-school and Primary Education in Protection Against Developmental Risk The Longview Conference: Escape from Disadvantage 3 October 2008 Kathy Sylva and James Hall Department of Education, University of Oxford

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Presentation Outline Education, assurance, and dangers in the EPPE study Main impacts of social class Main impacts of kids\' training Effects of instruction fluctuate by social class A top to bottom investigation into varieties in the impacts of instructive quality on youngsters at danger

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The Effective Pre-school and Primary Education (EPPE) research group: Principal Investigators: Kathy Sylva Department of Education, University of Oxford Edward Melhuish Birkbeck, University of London Pam Sammons University of Nottingham Iram Siraj-Blatchford Institute of Education, University of London Brenda Taggart Institute of Education, University of London Researchers: Stephen Hunt Institute of Education, University of London (Sofka Barreau Department of Education, University of Oxford) Helena Jelicic Institute of Education, University of London Olga Cara Institute of Education, University of London Rebecca Smees Institute of Education, University of London Wesley Welcomme Institute of Education, University of London A Longitudinal Study Funded by the DCSF An ESRC/TLRP Project

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1. Training, security, and dangers in the EPPE study A longitudinal study subsidized by the Department for Children, Schools and Families (DCSF): E ffective P rovision of P reschool E ducation Project ( EPPE) 1997-2003 E ffective P reschool and P rimary E ducation Project ( EPPE 3-11) 2003-2007 E ffective P reschool, P rimary and S econdary E ducation Project (EPPSE 3-14) 2007-2011 These studies concentrate on the advancement and improvement of 3,000 youngsters from entering preschool to the end of Key Stage Three (3 to 14 years old)

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Design of EPPE: 6 LAs & 3,000 kids Pre-school Provision (3+ yrs) Yr 1 Yr 2 Reception Yr 5 Yr 6 25 nursery classes 590 kids Key Stage 1 600 Schools Key Stage 2 1000 Schools 34 playgroups 610 kids 31 private day nurseries 520 kids 20 nursery schools 520 kids 24 nearby power day care nurseries 430 kids 7 incorporated focuses 190 kids home 310 kids

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Assessments

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Developmental dangers and insurance Many measures of weakness were found to represent a danger to advancement. e.g. SES, ethnicity, Home Learning Environment Various parts of instruction were found to relieve the effects of these dangers. i.e. present security

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2. Primary impacts of social class

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Net impacts of Mothers\' Qualifications o n Reading at age 10

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Multiple Disadvantage & Attainment in Reading and Maths at age 10

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3. Principle impacts of instruction

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ECERS-R Harms, Clifford, and Cryer (1998) Space and Furnishings Personal Care Routines Language Reasoning Activities Interaction Program Structure Parents and Staff ECERS-E Sylva, Siraj-Blatchford, and Taggart (2006 ) Language Mathematics Science and Environment Diversity Assessing the nature of pre-school

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The effect of pre-school quality (ECERS-E) on English and Mathematics at age 11

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The effect of pre-school quality (ECERS-R and ECERS-E) on hostile to social conduct at age 11

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4. Impacts of training change by social class

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Effects of Social Class on Reading and Writing at age 7 READING at key stage 1, social class and pre-school experience WRITING at key stage 1, social class and pre-school experience

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Net impacts of pre-school on perusing at 5 - 7 years (by SES bunch)

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Effects of instructive quality differ by social class At Year 6 (age 10) for social practices: The nature of the curricular arrangement of pre-schools had a bigger impact for those kids who: Had Special Educational Needs (SEN) (Outcomes: Self-control, ace social conduct, hyperactivity, hostile to social conduct) Scored profoundly on the Index of Multiple Disadvantage (Outcomes: Hyperactivity, against social conduct)

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5. An inside and out investigation into varieties in quality impacts ESRC CASE study analyzing: Developmental Risks Developmental Resilience Whether pre-school quality could act to Protect improvement Conceptualized a \'Family level hazard\' that included measures that are characteristic of "disservice"

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The Analyses (Structural Equation Models) Hypothesized Protection ( direct impacts of Pre-school Quality q uality ) (shaping) Abilities/Behavior at 14 Observed Family level Risk Risks passage to gathering (~58m) (impacts of dangers post pre - school (impacts of dangers earlier t o pre-school Abilities/Behavior at section to preschool (~37m) Key: Correlation Observed variable Regression Unobserved variable Moderated Regression (Risk x Protection)

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Familial dangers framing a family level \'consolidated danger\' *p < .05 **p < .01 ***p < .001(Significant dangers just; 10 of 14) an: Unstandardardized component loadings set to 1 so there is no returned importance

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Impacts of Combined Family Risk to Development *p < .05 **p < .01 ***p < .001

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Identifying assurance against dangers, for example, impediment

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Significant defenders against family level \'joined danger\'/weakness: At passage to gathering class: General Cognitive Ability Quality of Curricular Provision (ECERS-E; 0.03**) Global/Overall Quality (ECERS-R; 0.03***) Average Childcare capabilities of staff (after some time; 0.02*) Number of caregiving staff (after some time; 0.01*) Self Regulation None Anti-Social Behavior Positive Staff-Child relationship (CIS; over the long run; - 0.03*) *p < .05 **p < .01 ***p < .001

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For additional Information about EPPE visit the EPPE site at www.ioe.ac.uk/ventures/eppe or Tel (+44) 2076 126 219 Brenda Taggart Research Co-ordinator (b.taggart@ioe.ac.uk) or the DfES site at: www.dfes.gov.uk/research Visit the FELL examination bunch at: http://www.education.ox.ac.uk/research/resgroup/fell

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