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The Effective Provision of Pre-School Education (EPPE) Project Technical Paper 12: The Final Report - Effective Pre-School Education
... This support includes breaking down complex problems, offering verbal prompts, modeling, and providing feedback, and is gradually reduced as the child gains competence (Eshach et al., 2011). Sustained shared thinking involves children and more knowledgeable people, such as educators, engaging in extended, meaningful conversations and collaborative problem-solving (Sylva et al., 2004). It places an emphasis on active listening, responding to children's ideas, and the co-construction of knowledge and skills (Sylva et al., 2004). ...
... Sustained shared thinking involves children and more knowledgeable people, such as educators, engaging in extended, meaningful conversations and collaborative problem-solving (Sylva et al., 2004). It places an emphasis on active listening, responding to children's ideas, and the co-construction of knowledge and skills (Sylva et al., 2004). ...
... We have stipulated the duration as a prerequisite for enabling an in-depth conversation (see Fig. 1). Although duration alone is not a quality criterion for educational interactions, both sustained shared thinking and the process of scaffolding learning around complex science concepts inherently require ample time for observation, reflection, and the exchange of ideas (Carey, 1985;Sylva et al., 2004;Vosniadou, 1994). Children appear to benefit from the opportunities offered by the tablet video application, as longer and more focused interactions were observed. ...
Engaging in vivid conversations is crucial for the social and cognitive development of young children and for building their understanding of science phenomena. In this regard, educators play a pivotal role in shaping interactions with learners by providing adequate scaffolds to promote sustained shared thinking. Tablet computers are considered to have substantial potential for supporting learning, particularly in enriching communication and collaboration, as well as in making science phenomena more accessible. However, there are concerns that increased screen time may lead to social isolation. To address this situation, the present multiple-case study explores the impact of using tablet computers’ video functionality on the quality of teacher–child interactions during a specific play-based learning scenario in the domain of science. The investigation, which employed a mixed-method approach, followed two individual teachers separately during 24 lessons each in a videographic setup and isolated 200 science content-relevant interaction episodes. These episodes were coded according to their interaction quality in an inter-rater agreement procedure using MAXQDA. High-quality interactions were defined as those episodes involving a deep, prolonged, intellectual and content-specific exchange between the teacher and at least one child, based on both teacher and children playing their active roles in the participation of the talk. The results indicated that using tablets in the specific play scenario under investigation was associated with teacher–child interactions of longer duration, variable scaffold quality among teachers, and increased verbal engagement from children. These results counter the concerns that the use of digital media might lead to screen-based isolation and suggest that tablet computers can be harnessed for valuable educational interactions.
... Evidence on differences across sectors in the quality of provision suggests that, on average, private day nurseries offer children a lower quality experience than a maintained sector nursery school or class. Positive outcomes associated with maintained provision were first identified by the EPPE study in the early 1990s (Sylva et al., 2004. More recent research using the well-established Early Childhood Environment Rating Scales (ECERS) found that maintained schools in disadvantaged areas offered nursery provision comparable or higher in quality to schools in more advantaged areas, while quality in PVI settings was significantly lower in more disadvantaged areas (Mathers & Smees, 2014). ...
Early education provision in the state‐maintained sector has historically played an important role in ensuring equitable access to high‐quality early education in England. These settings have higher qualification requirements than other providers, and as they have been concentrated in areas of higher disadvantage, children from lower income households have been more likely to attend them. This paper shows that this phenomenon is changing: children from lower income households are considerably less likely to attend maintained settings than they were in 2010. Their higher likelihood compared with other children is also declining, while the share attending private nursery settings has increased sharply. Using the National Pupil Database, the paper explores the reasons why, identifying three main factors: a general decline in maintained provision across the country, probably linked to changes in national funding practices; changes in the geography of poverty; and the extension of free early education places to disadvantaged 2‐year‐olds, which inadvertently led to children entering and remaining in lower quality settings. The paper illustrates the inherent trade‐off policymakers face between expanding early childhood education and care provision and maintaining the quality necessary for services to function as social investment. It contributes both to early childhood education and care policy studies in England and to the wider international literature on mixed economy approaches to early childhood education and care.
... There is a consensus among parents, professionals, and policymakers that quality is crucial for early education so that its positive effects, such as children's development and future educational attainments, are realized in practice (Cornelissen et al., 2018;Krieg et al., 2015;Melhuish et al., 2015;Taggart et al., 2015). In particular, this discussion highlights the positive, long-term outcomes for children from economically disadvantaged positions who benefit from high-quality ECEC (Barnett, 2010;Bakken et al., 2017;Sylva et al., 2004). Devlieghere et al. (2022) point out how in the scholarly literature, parental involvement is mostly conceptualized as a means to secure children's learning outcomes and academic success and call for a shift from instrumentalizing parents toward a more diverse and nuanced discussion on the relationship between ECEC and parents. ...
Much of the discussion about parents’ positions in the early childhood education and care (ECEC) institution relates to the discussion of ECEC quality, in which parental involvement is a key factor. This article suggests that focusing on the sociomaterial nature of the reality, including quality, will help to furnish a more nuanced view of how parents’ positions within the ECEC institution are shaped. The concept of assemblage is used as a tool to examine how parents’ positions are produced in interaction between situational social, symbolic, and material elements related to local ways of organizing ECEC and families’ situations. The research material consists of interviews with parents of four-year-old (n=51) children. The analysis focused on the parents’ varying positions and how they are produced in sociomaterial assemblages. Four case families, each of which illuminates how a certain position within the ECEC institution is produced, were chosen to demonstrate the usefulness of the concept of assemblage in understanding the productive force of the interlinkage between families’ varying life circumstances and local ways of organizing ECEC. As a result, the opportunities for families to be part of the decision-making related to the organization of ECEC can vary greatly.
„Jedes Kind ist mit seinen individuellen Voraussetzungen und Bedürfnissen bei uns willkommen“ – dieser Anspruch kann in Kindertageseinrichtungen zu einer Bereicherung und Chance für alle Kinder werden. Damit er nicht zu einer pädagogischen Überforderung in Ihrer Einrichtung wird, ist für Sie und Ihre Kolleginnen und Kollegen die Auseinandersetzung mit Vielfalt in all ihren unterschiedlichen Dimensionen notwendig. Auf diese Weise werden Sie sich Ihrer Grundhaltung bewusst und können an den bereits bestehenden inklusiven Geist in Ihrer Einrichtung anknüpfen. Wie Sie diese Herausforderung angehen können, dazu haben wir Ihnen praxisnahe Anregungen zusammengestellt
This study examines the relationship between parental education levels and children's English language proficiency, focusing on the role of parental involvement in academic success. Conducted in Krishnapur Municipality, Nepal, the research included 10 participants: four primary-grade students, their parents, and two teachers. Using semi-structured interviews and thematic analysis, the study found a strong positive correlation between parental education and children's academic performance. Educated parents provided structured learning environments, assisted with assignments, and motivated their children, fostering better English proficiency. In contrast, parents with limited education faced challenges in supporting their children due to time constraints, socioeconomic barriers, and lack of resources. These findings highlight the critical role of parental education in overcoming educational inequities and enhancing learning outcomes, especially in rural contexts. The study recommends targeted interventions, such as workshops and training programs, to empower parents and improve their engagement in their children's education.
A diverse body of research conducted since the start of Covid‐19 has investigated the impact of the pandemic on children's environments and their language development. This scoping review synthesises the peer‐reviewed research literature on this topic between 2020 and 2023. Following the Joanna Briggs Institute methodology and the PRISMA extension for scoping reviews, we searched five databases for studies that fulfilled the following inclusion criteria: studies with neurotypical (monolingual or multilingual) 0‐6‐year‐old children; studies focusing on any area of language development, including sources describing literacy or educational practices that impacted language development; studies focusing in the context of the COVID‐19 pandemic, with no restrictions of geographical location or language used by participants. Ninety‐four eligible studies were identified for review. The extracted data were synthesised using frequency tables and narrative descriptions. Eligible studies used a wide range of data collection periods, methods, research sites, sample ages, sizes, and roles to fulfil 15 broad aims. They show that children's language‐learning environments were significantly impacted, with variability over time and across the socioeconomic spectrum. Together they investigated diverse language domains, as well as several home, educational, and demographic factors that were hypothesised to impact children's language development. Of those studies that focused on language outcomes, most converge to suggest a decline in typical expectations of children's language development, including their social communication, vocabulary, morphosyntax, literacy, and language of schooling, as well as general communication skills, school readiness, and other areas of academic progress. Our synthesis suggests that children's language and environment were significantly impacted by COVID‐19. This scoping review will support families, researchers, practitioners, and policymakers working with pandemic‐era children to further understand the effects of the pandemic on children's development.
Despite the extensive research evidence about the importance of high-quality Early Childhood Education and Care (ECEC), English policy makers continue to promote nurseries for the ‘childcare’ they provide, rather than the transformational effects they can have in areas of socio-economic challenge. The aim of this study was to investigate if and how access to early years provision impacted on parents/carers and their children during the Covid pandemic in a newly established early years community research centre, situated in an area of economic and social challenge. Group analysis of interview data by a team of researchers and stakeholders suggests that access to nursery provision and the positive and trusting relationships within the nursery had a transformative impact on children and their parents/carers. Drawing on the data, we adopt an ecological perspective to theorise quality provision as holistic and relational and challenge policy makers to reconceptualise quality as a holistic endeavour. Specifically, this paper offers a new lens for policy makers to revisit existing evidence about the value of integrated care and education centres for improving child outcomes.
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