Evaluating the Impact of Early Years Educational Reform in Wales to Age Seven: The Potential Use of the UK Millennium Cohort Study

Autor/inn/en	Taylor, Chris; Joshi, Heather; Wright, Caroline
Titel	Evaluating the Impact of Early Years Educational Reform in Wales to Age Seven: The Potential Use of the UK Millennium Cohort Study
Quelle	In: Journal of Education Policy, 30 (2015) 5, S.688-712 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2014.963164
Schlagwörter	Foreign Countries; Early Childhood Education; Longitudinal Studies; Educational Experience; Child Development; Educational Policy; Competency Based Education; Pilot Projects; Well Being; Comparative Analysis; Scores; Academic Achievement; Student Attitudes; Correlation; Educational Attainment; United Kingdom; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungserfahrung; Kindesentwicklung; Politics of education; Bildungspolitik; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Pilot project; Modellversuch; Pilotprojekt; Well-being; Wellness; Wohlbefinden; Schulleistung; Schülerverhalten; Korrelation; Bildungsabschluss; Bildungsgut; Großbritannien
Abstract	Early years education has received considerable attention in recent years, particularly as a result of longitudinal studies that demonstrate the importance of the first few years in a child's development and educational experience. In 2004, a new approach to early years education, the Foundation Phase, was introduced in Wales. This is a major flagship policy of the recently devolved Welsh Government, and marks a radical departure from the more assessment-driven competency-based approaches to early childhood education that existed prior to the Foundation Phase. Studying approximately 2000 children in Wales who are part of the UK Millennium Cohort Study (MCS), all born in 2000-2001 we investigate the potential impact of the Foundation Phase pilot on a range of key academic and well-being outcome measures. Compared with other children, those attending a Foundation Phase pilot school tended to have lower scores in a number of academic assessments at age seven and lower subjective well-being, in terms of their attitudes to learning and well-being at school. We consider these surprising, yet concerning, results in the context of the methodological limitations to this analysis and propose how the MCS can be further used to substantiate these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01