Research
Current research studies
Families, Children and Child Care study (FCCC)
Research led by Professor Kathy Sylva and Professor Alan Stein at the University of Oxford, and Dr. Penelope Leach in London. The Families, Children and Child Care study aims to examine the short and longer-term effects of childcare on children's development between birth and school entry. Research outcomes considered include health and growth; social and emotional development and cognitive and educational development.
Growing Up in Scotland Study (GUS)
GUS is the longitudinal research study following the lives of 8000 Scottish children and their families from birth through to adolescence. Read the background to the study and find key findings from Year 3 of GUS.
Research reports
Improving outcomes for children living in poverty through home-school partnerships in the early years
Report on a project commissioned by Save the Children to inform the planning of a long term programme of activities in West Dunbartonshire Council.
Evaluation of the extended pre-school provision for vulnerable 2-year-olds pilot programme
The pilot programme was to run for a two year period with the key aim of providing positive pre-school experiences one year early for vulnerable children, and supporting their parents.
Quality in Pre-school Educational Provision : Staffing and Staff Development
This research project was funded by the Scottish Executive and carried out by Christine Stephen and her colleagues in the Institute of Education, the University of Stirling during the period 1997/98.
Childcare Services at Atypical Times
This study looked at what is helping and hindering the development of childcare services at atypical hours.
Effective Provision of Pre-School Education (EPPE) Project, Researching Effective Pedagogy in the Early Years (REPEY) Project and Early Years Transition and Special Educational Needs (EYTSEN) Project
EPPE is a major longitudinal study focusing specifically on the effectiveness of early years education funded by the DfEE 1997-2003 and is being carried out by Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, and Brenda Taggart at the Institute of Education, University of London.
REPEY, funded by the DfES, builds on the EPPE data from 12 pre-school centres to explore further the pedagogy in settings identified as 'effective'. It also added 2 reception classes and childminders to the study to ensure the data obtained came from provision across the Foundation Stage.
EYTSEN builds on the work of EPPE, exploring evidence of possible special educational needs (SEN) amongst pre-school children. A range of information is used to identify children who may be considered 'at risk' in terms of cognitive or social behavioural development.
The Introduction of the Foundation Stage Profile (June 2003)
'The early years of education are recognised as vital, and children from three to five years of age in England are now educated according to a foundation stage curriculum. This has been consolidated by a new national assessment for five-year-olds, the Foundation Stage Profile, replacing previous baseline assessment schemes that were local and varied. The profile is an observational assessment which includes children's personal, social emotional, physical and creative development as well as their language, literacy, early mathematics and knowledge of the world.'
Making a Difference: Early Interventions for Children with Autistic Spectrum Disorders
There is a consensus of opinion that early intervention in the educational careers of children with special educational needs helps alleviate later difficulties.
International Review of Curriculum and Assessment Frameworks (INCA)
In 1996, as part of its work on monitoring the curriculum in England, the School Curriculum and Assessment Authority, the predecessor to the Qualifications and Curriculum Authority (QCA), commissioned the National Foundation for Educational Research (NFER) to undertake an International Review of Curriculum and Assessment Frameworks.
Study of Pedagogical Effectiveness in Early Learning SPEEL
This research sought to identify the components of effective pedagogy which are embedded within the practices and thinking of those adults who work with 3-to 5- year old children within the context of the new Foundation Stage.
Research on Ratios, Group Size and Staff Qualifications and Training in Early Years and Childcare Settings
This research report puts together, in one volume, reports of two separate but linked projects on child:adult ratios in early years and childcare settings.
Early Years Education: An International Perspective
The Qualifications and Curriculum Authority (QCA) has responsibility in England to monitor and evaluate the early years curriculum and as part of this programme commissioned an international review of the early years curriculum in 20 countries.
A Study of the Transition from the Foundation Stage to Key Stage 1
This National Foundation for Educational Research (NFER) study aimed to provide an evidence base concerning the effectiveness of the transition (in England) from the Foundation Stage to Key Stage one.
The Role and Potential of ICT in Early Childhood Education: A Review of New Zealand and International Literature
Literature review, which was commissioned as part of the process of developing an ICT strategy for early childhood education in New Zealand. It includes literature on children's and adults' use of ICT in early years settings, and comments on the role of ICT with respect to teaching and learning, professional development, administration and information management.
Thinking skills in the early years: A literature review
Summary of a National Foundation for Educational Research (NFER) research study which looked at pedagogical approaches to developing thinking skills in children between the ages of 3 and 7 years. It includes practical recommendations for researchers, policy makers and practitioners.
Role Play in the Reception Class: A Study of Pupil and Teacher Perspectives
This research (by the Economic and Social Research Council) aimed to study the educational, developmental and social benefits of role play for children aged 4-5 in reception classes in England. Both the full research report and the research summary can be downloaded from the ESRC website.
Can Parents Afford to Work? Childcare costs, tax-benefit policies and work incentives
This paper quantifies the net cost of purchasing centre-based childcare in OECD countries, taking into account a wide range of influences on household budgets, including fees charged by childcare providers as well as childcare-related tax concessions and cash benefits available to parents.
Research to Inform the Management and Governance of Children's Centres
This DfES-commissioned research aimed to provide information on the different governance and management structures in place at children's centres in England and to identify successful approaches.
A 2020 vision for early years: extending choice; improving life chances
This paper presents a vision for early years policy and provision in 2020 that has the life chances of disadvantaged children and their families as its primary focus. It has been developed by the Social Market Foundation in collaboration with Daycare Trust.
Physical Activity and Basic Movement Development in Early Childhood: A Review of Literature
The aim of this literature review is to inform all those involved in young children’s physical activity and basic movement development about our current understanding of the issues in this area. It presents recommendations for the future of young children's physical activity and basic movement development.
A Literature Review on Leadership in the Early Years
This literature review updates the review undertaken in 2005 by Aline-Wendy Dunlop supported by Colleen Clinton. It is based on key documents, conference presentations, research studies and other relevant data published since 2000.