The Effective Provision of Pre-school Education (EPPE) Project key findings revealed that quality adult-child interactions lie at the heart of successful learning, especially language learning, for children in the 3-5 age range (Sylva, Melhuish, Sammons, Siraj-Blatchford, & Taggart, 2004).
The Effective Provision of Pre-school Education (EPPE) project: Findings from pre-school to end of Key Stage 1.
Much of the evidence for England discussed above comes from the Effective Provision of Pre-school Education
(EPPE) project, which was commissioned in the late 1990s, and its extensions through primary and secondary education, the EPPE 3-11 and EPPSE studies.
The article also summarizes the findings of Britain's Department for Education and Skill's Effective Provision of Pre-School Education
We have commissioned leading researchers from the internationally regarded Effective Provision of Pre-School Education
project, assisted by colleagues from Uwic, to evaluate the pilot scheme of the Foundation Phase.
Wendy Smith, of the Coventry Childcare Development team, said: "Quality childcare can help children's thinking skills, their language development and their social and emotional development - as research from the Effective Provision of Pre-School Education
study has recently indicated.
Attending p re-school helped children's social and intellectual development, particularly if they came from poor families, the Effective Provision of Pre-School Education
(EPPE) project found.
Staffing and qualifications were often seen as a fundamental factor for assessing quality, citing evidence from the Effective Provision of Pre-School Education
Some 3,100 children were monitored by the team from the Institute of Education and Birkbeck College, University of London and University of Oxford for the Effective Provision of Pre-School Education
The findings of the Effective Provision of Pre-School Education
(EPPE) project in the UK are widely cited, reporting a significant impact of pre-school education in terms of both cognitive and social function (Sylva et al., 2004), still observable through to the end of Key Stage 1 at age seven.