Engaging with Policy：the EPPSE Proj ect Asa Case Study.

• 作 者: BrendaTaggart[1]EdwardMelhuish[2]
• 机 构: Institute of Education,University of London Kathy Sylva,University of Oxford
• 出 处: 第四届国际教育研讨会
• 发表日期: 2012年期

@@ ContextThe past 1 5 years has seen an increasing interest,around the world,in the benefits ofgood quality early childhood experiences．The Effective Provision of Pre—school,Education(EPPE 1997—2003)project was set up to investigate the benefits ofpre—school education．In the UK young children start statutory school at age 5 andbetween the ages of 0—5 they are either looked after in a home environment or in a typeof institutional pre-sch001．The starting point for the EPPE study was childrenbetween the ages of 3-5．The research is a longitudinal study funded by the UK’SDepartment for Education(DIE)． EPPE has studied the academic andsocial—behavioural development of 3,000 children from the ages of 3／5 until age 1 6(thecurrent phase reports in 2014)．It is the largest study in Europe investigating theeffects of pre-school,primary and secondary education on children’S short,mediumand longer term development．The research has investigated amongst other issues,how early experiences help‘shape’later development．