Kathy Sylva - EECERA 2013 Keynote
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Transcript of Kathy Sylva - EECERA 2013 Keynote
Professor Kathy Sylva University of Oxford
EECERA C
onfe
rence
Tal
linn E
stonia
2013
Quality in Early Childhood Education – Can it be International?
The EPPE/EPPSE Team
Principal Investigators:
Kathy Sylva Department of Education, University of Oxford
Edward Melhuish Birkbeck, University of London
Pam Sammons Department of Education, University of Oxford
Iram Siraj-Blatchford Institute of Education, University of London
Brenda Taggart Institute of Education, University of London
Themes in today’s presentation
The effects of pre-school education on children’s intellectual and social/behavioural development at age 11, 14 years
(Controlling for for) effects of early learning at home
Outcomes – attainment or progress?
Independent Variable: Early Childhood Education
e.g. Perry Pre-school Programme
Dependent Variable: Children’s developmental outcomes
Establishing cause in educational research:Experimental design
An experimental approach:The High/Scope Perry Study in US
School
Achievement Tests,plus
Interviews with children
Social Profiles:questionnaires
Interviews with parents
Behaviour Ratings:teachers
Assignment to Special Education
I.Q.
Jobs
Training
Parenthood
Welfare
Crime
Pre
-sch
ool g
roup
Con
trol
(no
sch
ool)
grou
p
3 5 AGE 18 27
From Schweinhart & Weikart (1993)
An educational effectiveness approach: fixed effects in EPPE
The EPPE Project uses an educational /school effectiveness design, which investigates ‘natural’ variation using multi-level modelling (pupil and school level) in order to establish effects of pre-school attendance or quality on children’s development over time.
Five regions strategically selected in England (
141 pre-school centres randomly selected within regions to include: playgroups, nursery classes, private day nurseries, day care centres run by local authorities, nursery schools and integrated centres
2800 randomly selected children from 141 centres; 305 children from home
Linked study of 800 children in Northern Ireland; ‘strength of replication’
The EPPE Sample
EPPE has an ‘mixed methods’ design which includes:
Quantitative methods (led by Sammons)
Qualitative methods (led by Siraj-Blatchford)
50 cast studies of resilient chidren and families
The EPPE Mixed Method Design
25 nursery classes
590 children
34 playgroups
610 children
31 private day nurseries
520 children
20 nursery schools
520 children
7 integrated centres
190 children
24 local authority day care nurseries
430 children
home
310 children
Design of EPPE 3-11: 6 LA, 141 pre-schools, 3,000 children
Reception Yr 2Pre-school Provision (3+ yrs)
Key Stage 1
600 Schools
Yr 6
Key Stage 2
1000 Schools
Neighbourhood
The Developing
Child
Family
Settings
Cultural context
Immediate environment
Social and economic context
Bronfenbrenner’s model of human development
Influences on child outcomes at ages 5, 7, 11, 14
Child Factors
Family Factors
Home-Learning- Environment
Cognitive outcomes:English & maths
Social/Behavioural:Self RegulationLikes to work things out for selfPro-socialConsiderate of others feelingsHyperactivityRestless, cannot stay still for longAnti-social Bullies other children
Primary School
Pre-School
Secondary School
Sources of data
Child cog/ social/dispositional assessments
Child/Family background information, e.g. SES, birthweight
Interviews with all parents
Case studies of settings and of children who were ‘resilient’
Observation rating scales for quality (ECERS-R and E)
Early Years Home Learning Environment (HLE at ages 3-4 years)
HLE index (Melhuish, 2001), measuring frequency of:
1. Reading with child2. Painting and drawing3. Library visits4. Playing with letters/numbers5. Teaching alphabet6. Playing or teaching numbers/shapes7. Playing with songs/nursery
rhymes
HLE to children’s British Ability Scales scores as well as measures of socio-economic status and educational qualifications of parents.
0.21 0.22
0.40
0.57
0.0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
14-19 20-24 25-32 33-45
Net Effect of Early Home-Learning Environment on Maths at Age 10Effect Size
HLE Index (Pre-School)
R
Multilevel analysis predicting oral language skills at age 5 (primary school entry)*
Factors Effect
SizeNo. of Siblings (3+ vs. none)
-.17
English as an Additional Language (EAL vs. English as mother tongue)
-.24
Mother’s Qualification Level (degree vs. no degree)
.24
Family SES (semi-skilled manual vs. professional non-manual)
-.23
HLE: Being read to (daily vs. rarely)
.27
Effects of Early Years HLE on vocabulary at 5
Does pre-school attendance matter at 7 years?
READING at key stage 1, social class and pre-school experience
WRITING at key stage 1, social class and pre-school experience
The effect of social class and pre-school attendance on literacy at age 7
1.8
2.0
2.2
2.4
2.6
2.8
Professional Skilled Un/semi skilled
Social class by occupation
Me
an
ye
ar
2 r
ea
din
g le
vel
Pre-school
Expected minimum
No pre-school
1.6
1.8
2.0
2.2
2.4
2.6
Professional Skilled Un/semi skilled
Social class by occupation
Me
an
ye
ar
2 w
ritin
g le
vel
Pre-school
Expected minimum
No pre-school
From Sylva et al. (2004)
Does pre-school quality matter at age 11?
ECERS-R
Based on observation 7 sub-scales:
Space and furnishings Personal care routines Language reasoning Activities Interaction Programme structure Parents and staff
Harms, Clifford & Cryer (1998)
ECERS-E
Based on observation 4 sub-scales:
Literacy
Mathematics
Science and environment
Diversity
Sylva, Siraj-Blatchford & Taggart (2010)
Two Early Childhood Environment Quality Rating Scales
Example ECERS-E item: Food preparation (Science)
Inadequate Minimal Good Excellent
1 2 3 4 5 6 7
1.1 No preparation of food/drink is undertaken in front of children
3.1 Food preparation is undertaken by staff in front of the children
5.1 Food preparation / cooking activities are provided regularly
7.1 A variety of cooking activities in which all children may take part are provided regularly
3.2 Some children can choose to participate in food preparation
5.2 Most of the children have the opportunity to participate in food preparation
7.2 The ingredients are attractive and the end result is edible and appreciated
3.3 Some food-related discussion takes place where appropriate
5.3 The staff lead discussion about the food involved and use appropriate language
7.3 The staff lead and encourage discussion on the process of food preparation and/or question children about it
5.4 Children are encouraged to use more than one sense (feel, smell, taste) to explore raw ingredients
0
1
2
3
4
5
Literacy Mathematics Science and environment Diversity
EC
ER
S-E
sco
re
Level 2 Level 3 / 4 Level 5
ECERS-E subscales by manager qualifications
The effect of pre-school pedagogical quality (ECERS-E) on English and Mathematics in Year 6
There is no effect of the ECERS-R on English or Mathematics at age 11
The effect of global quality (ECERS-R) on academic attainment
The social behavioural outcomes(Goodman scale extended)
Hyperactivitye.g. Restless, overactive, cannot stay still for long’
Self regulatione.g. ‘Likes to work out things for self’
Pro-social behavioure.g. ‘Considerate of other people’s feelings’
Antisocial behavioure.g. ‘Bullies other children`
The effect of pre-school quality (ECERS-R and ECERS-E) on self-regulation at age 11
The effect of pre-school quality (ECERS-R and ECERS-E) on anti-social behaviour at age 11
The net effect of pre-school quality on academic progress in English between 7 and 11 (accelerated learning
compared to peers)
Representation of mediated effects upon literacy and numeracy
Early Years HLE3+
Pre-school Effectiveness3-5 years
Literacyages 7, 11, 14
Numeracyages 7, 11, 14
Self-regulationat age 5
Quality fosters capacity for learning how to learn
Pre-school attendance alone led to better attainment in English and Mathematics but this did not translate into better progress.
Pre-school quality (medium, high) led to greater progress between Years 2 and 6 for English and Maths, children who attended high quality had accelerated learning compared to ‘home’ children.
High quality pre-school provides children with an initial boost to at school entry but also promotes progress (by fostering children’s capacity to learn?)
Play scenario: KatzFour children were playing together. Three were wearing trainers but shoes of one child lit up occasionally.
Teacher: Wow! Look at your shoes! That is so cool. They light up when you step down. Child 1: Yes, they do this. [Jumps up and down several times]Teacher: How does that happen? How does it light up?Child 1: Because they are new.Teacher: Um. Mine are new too but they don’t light up. Child 2: No, because they light up when you step down on them. [Steps down hard several times]
Quality learning: The Light-Up Shoes
Teacher: [Steps down hard several times] That’s funny. Mine don’t light up when I step down.Child 3: No, no, no, you have to have these holes [points to the holes]Teacher: [Pointing to the holes in her own shoe] But I have holes and mine still don’t light up, and Josh has holes in his trainers too and his do not light up either. I wonder why?Child 4: I think you need batteries. Kids, you need batteries. Child 1: Yeah, you need batteries to make them work. [Thinks for a while]. But I did not see batteries when I put my toes in. Child 4: I think they are under the toes. Child 2: I can’t feel the batteries under my toes. Teacher: I wonder how we can find out about this?
The Light-Up Shoes (cont.)
Harms. T., Clifford, R. M., & Cryer, D. (1998). Early Childhood Environment Rating Scale Revised Edition (ECERS-R). New York: Teachers’ College Press.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. Oxford: Routledge.
Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2003, Second Edition 2010). Assessing quality in the early years. Trentham Books.
EPPSE Projecthttp://eppe.ioe.ac.uk/
Families, Early Learning and Literacy (FELL) research grouphttp://www.education.ox.ac.uk/research/fell/