Transcript PECERA - Svedala kommun
What does effective learning and teaching in ECE look like for long term gains in English and Maths? Prof. Iram Siraj
Institute of Education, University of London
This presentation
Intro to the EPPE/EPPSE study
Evidence from EPPE/REPEY, EPPNI and MEEIFP
Exploring quality
The short, medium and long term impact of pre-school
Aims of research on educational effectiveness
To compare the progress of children from a wide range of social and cultural backgrounds who have differing pre-school experiences.
To separate out the effects of pre-school experience from the effects of primary school. To establish whether some pre-school centres are more effective than others in promoting children’s development.
To discover the characteristics of pre-school education in those centres found to be most effective.
To investigate the differences in the progress of groups of children, e.g. children from disadvantaged backgrounds.
Design of EPPSE : 6 Local Authorities, 141 pre-schools, 3,000 children
Pre-school Provision (3+ yrs)
25 nursery classes 590 children 34 playgroups 610 children 31 private day nurseries 520 children 20 nursery schools 520 children 24 local authority day care nurseries 430 children 7 integrated centres 190 children home 310 children
KS 1 862 sch KS2 1,128 sch KS3 739 sch KS4 700+ sch
Sources of data, so far
●
Child assessment (social/behaviour & cognitive) at 3, 4+, 6, 7, 10 ,11 & 14 years (first 16 outcomes in 2009)
●
Family background at 3, 6 and 11 & 14
●
Interviews/questionnaires with staff
●
‘Quality’ rating scales in pre-school
●
Case studies of effective pre-school settings
●
Pedagogical observations in primary school
●
School and classroom climate questionnaires
●
Children’s views of school at age 7, 10 & 14
●
Teachers’ views on school processes and practice in Yr 5 & Yr 9
Different influences on child outcomes Family Factors Home Learning Environment Pre-School Child Factors Primary School Cognitive outcomes: English & maths Social/Behavioural: Self Regulation
Likes to work things out for self
Pro-social
Considerate of others feelings
Hyperactivity
Restless, cannot stay still for long
Anti-social
Has been in trouble with the law
Drawing on evidence from projects: EPPE/REPEY 3-7 (England) EPPNI 3-5 (Northern Ireland) MEEIFP 3-6 (Wales) If children come from disadvantaged backgrounds they are ‘at risk’ of social problems, then high quality pre-school/early years will make an important contribution to improving their social development, esp. boys. Children with no pre school experience (the ‘home’ group) had poorer intellectual attainment, sociability and concentration when they started school, even after taking account of home background.
More terms in pre-school (after the age of 2 years) is related to better cognitive and social progress (dose effect).
Children who attend pre-school settings part-time develop as well as those children attending full-time
Effectiveness
Integrated settings and nursery schools tended to do .
children’s backgrounds.
Integrated settings (which had fully integrated education with care) nursery schools and nursery classes are better at fostering children’s social development
Settings with higher quality provision decreased children
’
s anti-social/ worried behaviour.
Best Practice in the Foundation Phase (achieved by 10% of the pilots in Wales, all maintained) The best settings in terms of implementing the FP appear to have the following common characteristics:
More detailed, focused planning.
Lead practitioners with good leadership and management skills and the ability to allocate effective roles for other adults whilst planning together for children’s learning
Guided and supported play activities with higher levels of adult-child interaction that support children’s thinking.
Clear and dynamic vision and leadership from setting heads who have a good grasp of effective early years practice and are able to communicate this effectively to FP staff.
4th December, 2006
Best Practice in the Foundation Phase
The best settings did not slavishly adhere to the FP guidance but took it seriously and built the FP into existing good practice.
A move away from over-formal practice in the basics towards a more experiential, child centred and adult guided, play based practice.
The leadership of the setting has a culture of investing in staff development.
Some well trained and qualified staff who have a good understanding of child development and pedagogy and who actively support other staff in working with children.
4th December, 2006
The short , medium and long term impact of pre-school
Supporting Early Reading: Evidence from EPPSE
The presentation summarises findings related to:
the home on emergent literacy;
pre-school quality/pedagogy on emergent literacy;
the home during KS1 on reading;
12
The family
SES and mothers qualifications level significantly predict children’s decoding and vocabulary at age 5
But so do family practices
13
Early years Home Learning Environment (HLE)
being read to
painting and drawing
going to the library
playing with letters/numbers
learning activities with the alphabet
learning activities with numbers/shapes
learning activities with songs/poems/nursery rhymes
Distribution of Home Learning Environment (HLE)
Moderate positive association between HLE and parents
’
SES and qualifications (r=0.3)
Some parents with high SES and qualification provide a home environment low on the HLE
Some parents low SES and qualifications that provide a home environment high on the HLE
Gender differences exist in the HLE
Girls have higher HLE
Emergent literacy has two components :
1.Decoding (phonological awareness and letter recognition) 2.
Vocabulary
Pre-school Attendance and quality predicted emergent literacy (pre-reading)
18
Attendance & quality: emergent literacy age 5 Pre-reading at school entry
0.3
0.2
0.1
0 0.7
0.6
0.5
0.4
Low duration Low quality High quality High duration
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)
Measuring quality
ECERS-E Based on observation 4 sub-scales
Literacy
Mathematics
Science and environment
Diversity Sylva, Siraj-Blatchford & Taggart (2003) Care-giver Interaction Scale – 26 item scale that measures: Positive Relations, Punitiveness, Detachment and Permissiveness
ECERS-E item: Sounds in words (Literacy)
Inadequate 1 Minimal 3 Good 5 Excellent 7 1.1 Few or no rhymes or poems are spoken or sung 3.1 Rhymes are often spoken or sung by adults to children 5.1 The rhyming components of songs or rhymes are brought to the attention of children 7.1 Attention is paid to syllabification of words (Ex. through clapping games, jumping) 3.2 Children are encouraged to speak and/or sing rhymes 5.2 The initial sounds in words are brought to the attention of children 7.2 Some attention is given to linking sounds to letters
Quality
Settings in the state educational sector had children who make (comparatively) more progress than those in the private/voluntary sector.
In the EPPE sample, nursery schools and centres that integrated education and care tended to be rated highest on quality, (e.g. ECERS and Caregiver Interaction Scale). Good quality and better cognitive outcomes for children are associated with higher quality as defined by the ECERS R and E In the most effective settings, staff had 1.
2.
better knowledge of the curriculum and child development engaged more in ‘sustained shared thinking’ with children 3.
Supported children in talking through and resolving conflict
Adults had warm, responsive relationships with children.
Set clear educational goals, starting with children’s interests.
Have recognised early years qualifications.
Trained teachers are amongst the staff.
Parents are supported in involvement in their children’s learning.
Complex value-added model: the effect of pre school’s quality on children’s cognitive progress
Pre reading Early number concepts Language ECERS-E Average total Literacy Maths Science/Environment Diversity ECERS-R Average total positive* positive* positive# positive positive positive Space and furnishings Personal care Language and reasoning Activities Interaction Programme structure positive Parents and staff positive# * When change of centre is not in model # verging on statistical significance Non-verbal reasoning positive positive positive# positive positive# Spatial awarenes s
Complex value-added model: the effect of pre school’s quality on children’s social-behavioural development
Independence and concentration Cooperation and Conformity Peer Sociability Anti-social/ Worried ECERS-E Average total positive# positive# positive# Literacy Maths Science/ environment Diversity positive# positive# positive#
Short Term impact- Aged 5 (entry to school) Reading
Pre-reading at school entry
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0 Low duration Low quality High quality High duration
Short term impact – Aged 5 (entry to school) Social-behavioural
0.6
0.5
0.4
0.3
0.2
0.1
0 Cooperation and conformity Independence and concentration Peer sociability
Caregiver Interaction Scale (Arnett)
• Positive relationships is a subscale made up of 10 items indicating warmth and enthusiasm interaction with children by the caregiver.
• Punitiveness is a subscale made up of 8 items indicating harsh or over-controlling behaviour in interaction with children by the caregiver.
• Permissiveness is a subscale made up of 4 items indicating avoidance of discipline and control of children by the caregiver. • Detachment is a subscale made up of 4 items indicating lack of involvement in interaction with children by the caregiver.
Impact of quality as measured by the Caregivers Interaction Scale on cognitive and social behaviour outcomes
Positive relationships Punitiveness Pre reading Early number concepts Independence & Concentration Co-operation & Conformity Peer Sociability
+ + + + + -
Permissive
-
Detachment
-
Early Years HLE: de-coding skills at age 5
Factors Prior Verbal Attainment Prior Non-verbal Attainment Gender
girls vs. boys
Ethnicity
Minority group 3 vs. White
No. of siblings
3+ vs. none
English as an Additional Language
EAL vs. English as mother tongue
Birth weight
low vs. average/above average
Free school meal eligibility
eligible vs. not eligible
Mother
’
s qualification level
degree vs. no degree
Family SES
unskilled/semi-skilled manual vs. professional non-manual
HLE Item 4: Playing with letters/numbers
daily vs. never
HLE Item 5: Learning activities with the alphabet
4-7 times per week vs never
Duration of pre-school % of children in centre 1SD below GCA mean % of children in centre with mothers who have a degree or higher Effect Size .89
.34
.21
.70
-.15
.34
-.19
-.12
.25
-.27
.36
.51
.33
.19
.24
Impact of prior attainment, child, parent, home environment and other composition of intake measures on code related progress over the pre-school period.
Early Years HLE : vocabulary & comprehension age 5
Factors Effect Size Prior Verbal Attainment Prior Non-verbal Attainment 1.52
.34
Ethnicity
Minority group 5 vs. White
-.59
No. of siblings
3+ vs. none
-.24
English as an Additional Language
EAL vs. English as mother tongue
Mother
’
s qualification level
degree vs. no degree
Family SES
semi-skilled manual vs. professional non-manual
.24
-.23
lHLE Item 1: Being read to
daily vs. rarely
HLE Item 3: Going to the library HLE Item 7: Learning activities with songs/poems/nursery rhymes
3 times per week vs. never
HLE Item 8: Playing with friends at home .20
Duration of pre-school .14
% of children in centre with mothers who have a degree or higher .19
Impact of prior attainment, child, parent, home environment and other composition of intake measures on oral language progress over the pre-school period.
Medium Term Impact – Aged 7 (end of KS 1 ) - Reading and Writing
READING at key stage 1, social class and pre-school experience 2.8
2.6
Pre-school 2.4
2.2
No pre-school 2.0
Expected minimum 1.8
Professional Skilled Un/semi skilled Social class by occupation WRITING at key stage 1, social class and pre-school experience 2.6
2.4
Pre-school 2.2
2.0
Expected minimum 1.8
No pre-school 1.6
Professional Skilled Un/semi skilled Social class by occupation
The contribution of social class and pre-school to mathematics attainment (age 7)
MATHEMATICS at key stage 1, social class and pre-school experience 2.8
Pre-school 2.6
2.4
No pre-school 2.2
2.0
1.8
Expected minimum Professional Skilled Social class by occupation Un/semi skilled
The impact of Pre-school Quality (ECERS-E: Educational aspects) on English and Maths Pre-school quality is associated with Key Stage 2 performance in both English and Mathematics. Also medium or high quality pre-school is associated with significantly enhanced attainment compared to no pre-school or low quality pre-school, and the effects are comparable in size to the effects of gender and FSM.
The Combined Impact of Pre-School Quality and Primary School Effectiveness (Value add) – Mathematics Primary School Effectiveness (English): 0.8
very low / low medium / high / very high 0.7
0.6
Effect of Pre-School Quality and Primary School Effectiveness on Mathematics at Age 10
0.48
0.53
0.5
0.47
0.47
0.50
0.4
0.3
0.34
0.33
0.2
0.1
0.0
Reference Group: No Pre-School + very low / low effective primary school no pre-school low medium Pre-School Quality high
Reference Group: No Pre-School and Very low / low Primary School Effectiveness
Long Term impact – Aged 10 Pre-school Quality and Self Regulation • Self regulation is highest in children who have attended medium or high quality pre-schools
The impact of Pre-school Quality (ECER-R: Social/Care aspects) on Hyperactivity and Pro-social Behaviour Hyperactivity Pro-social • Children who attend high quality pre-school display higher pro-social behaviour and lower levels of hyperactive behaviour • Home children show significantly reduced levels of positive social behaviour relative to children who attended pre-school regardless of quality, however, they also show reduced levels of Hyperactivity
The impact of Pre-school Quality (ECERS-R: Social/Care aspects & ECERS-E: Educational aspect) on Self-regulation and Pro-social behaviour Children who attended medium and high quality pre schools had higher levels of ‘Self-regulation’ in Year 6 than others. ‘Home’ children were rated by teachers as having less ‘‘Pro-social’’ behaviour relative to children who had attended pre-school, although the difference is most marked for those who attended high quality.
For further information about EPPSE visit our website at: http://eppse.ioe.ac.uk
Principal Investigators: Kathy Sylva (Oxford) Edward Melhuish (Birkbeck), Pam Sammons (Oxford), Iram Siraj & Brenda Taggart (IoE) Researchers: Kati Toth, Rebecca Smees and Wesley Welcomme (all at IoE)
38