Towards the Transformation of Practice in Early Childhood Education: The Effective Provision of Pre-School Education (Eppe) Project

Autor/inn/en	Siraj-Blatchford, Iram; Taggart, Brenda; Sylva, Kathy; Sammons, Pamela; Melhuish, Edward
Titel	Towards the Transformation of Practice in Early Childhood Education: The Effective Provision of Pre-School Education (Eppe) Project
Quelle	In: Cambridge Journal of Education, 38 (2008) 1, S.23-36 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
Schlagwörter	Early Childhood Education; Young Children; Rating Scales; Educational Practices; Case Studies; Preschool Education; School Districts; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Rating-Skala; Bildungspraxis; Case study; Fallstudie; Case Study; Pre-school education; Vorschulerziehung; School district; Schulbezirk; Ausland; Großbritannien
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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10