Characteristics of the EPPE Project Sample at Entry to the Study (häftad)
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Smees, R. (förf)/Dobson, A. (förf)/Jeavons, M. (förf)/Lewis, K. (förf)/Morahan, M. (förf)
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Characteristics of the EPPE Project Sample at Entry to the Study (häftad)

Characteristics of the EPPE Project Sample at Entry to the Study

Technical Paper 2

Häftad Engelska, 2001-01-01
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The Effective Provision of Pre-School Education (EPPE) project was designed to explore the impact of pre-school provision on young children's progress and development from age three plus to seven years. This working paper provides an analysis of baseline information about a large sample of young children (n=2146) entering 114 different pre-school centres drawn from four types of pre-school provision during the period 1997 to 1998, and up-to-date evidence about the links between background and attainment at age three plus. This information enables contextualisation of the entry measures of attainment and social and behavioural development at entry to the EPPE study.
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Overview of the Project Executive Summary Introduction Section One The EPPE Sample Pre-School Experience Child Baseline Assessment Age and BAS Scores Gender and BAS Scores Ethnic Group and BAS Scores Type of Pre-School Provision Age at Entry to Pre-School Children's Social and Behavioural Development Age and ASBI factor scores Links between BAS and ASBI Measures at Entry Gender and Ethnic Differences in Social and Behavioural Development Summary Section Two Family characteristics Parents' age group Parents' education and qualifications Parents' occupations Type of pre-school and socio-economic background Choice of pre-school centre Summary Section Three The role of multilevel models Results: Overall cognitive attainment Pre-school centre differences Child characteristics Amount of pre-school experienced Home environment Parent characteristics Parent and child characteristics The Final Model - Parent, child and home environment Child characteristics Home environment Parents Amount of pre-school experience Type of pre-school Summary and conclusions Note 1: Variables tested in combined multilevel model Appendix 1 - Patterns of participation in pre-school provision by ethnic group Appendix 2.1 - The full contextualised model: Total BAS score at entry Appendix 2.2 - The full contextualised model: Non-verbal score at entry