Professor Kathy Sylva University of Oxford

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The effects of early experiences at home and pre-school on learning how to learn

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

An educational effectiveness approach: fixed effects

The EPPE Project has shown the contribution of families and educational settings to children’s developmental progress 3–11 years. It uses an educational or school effectiveness design which investigates ‘natural’ variation using multi-level modelling (pupil and class/school level)

Six local authorities strategically selected in England

141 pre-school centres randomly selected within the authorities 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; 300 from home

Linked study of 800 children in Northern Ireland; ‘strength of replication’

The EPPE Sample

EPPE has an ‘educational effectiveness’ design which includes both:

Quantitative (led by Sammons)(comparisons of outcomes taking account of child, family and home environment)

and

Qualitative methods (led by Siraj-Blatchford)

(detailed case studies of ‘effective’ settings).

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 childrenReception Yr 1 Yr 2Pre-school

Provision (3+ yrs)

Key Stage 1

600 Schools

Yr 5 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

Different influences on child outcomes

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 Has been in trouble with the law

Primary School

Pre-School

Secondary School

Sources of data

Child assessments over time

Child/Family background information, e.g., SES, birthweight

Interviews with all parents

Case studies of settings and also of children who were ‘resilient’

Observation rating scales

Gender + Attainment at

age 10

Multiple disadvantage +

Attainment

99.1 100.3101.0 99.6

0

20

40

60

80

100

120

140

Reading Maths

Male

Female

Average Reading and Maths at Age 10 by Gender

N = 1300 N =1249 N = 1289 N = 1249

Mea

n (S

tandar

diz

ed S

core

)

106.2 105.6100.6 100.2

90.2 91.7

0

20

40

60

80

100

120

140

Reading Maths

No Disadvantage

1 to 3

4+

Average Reading and Maths at Age 10 by Multiple Disadvantage

N = 564 N =1458 N = 336 N = 561

Mea

n (S

tandar

diz

ed S

core

)

N = 333N =1449

Early Years Home Learning Environment (HLE at ages 3-4 years)

HLE index constructed (Melhuish, 2001), measuring frequency of the following activities:

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 index related to children’s BASscores, measures of socio-economicstatus and educationalqualifications 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 10

Effe

ct S

ize

HLE Index (Pre-School)

R

Qualitative case studies (Iram Siraj-Blatchford, in press) on resilient children were carried out across the study

Excerpts from parents of a resilient child from an ethnic minority background

Daniella’s Father: We did our best because it was always when [Daniella] was born I was a bus driver so I was always there swapping shifts to be at home in the evenings and if I wasn’t there the mum was always there so we feel we’ve done well.

Daniella’s Mother: I did most of the thing but if I am at work then she would do it in the evenings. Most times I always try, he will be there and sit down with them, if I am in the kitchen, you know, he will help them out with their studies and reading and stuff. And when I am free I will join in as well.

Excerpt from a working class girl

Lorraine: I didn’t know the sounds of the letters, I knew how to say them, like ABC, but not “a”, “buh”, “cuh”, because that’s what they were teaching then, that’s what the pre-school tried to teach me, but my mum had taught me the ABC, so I had to get used to a totally new thing.

And … attainment is only half the story

Not only may the experience at home provide something not readily available in school but also it seems that the skills involved apply as much to the process of attention, perseverance, task performance and work organisation as to particular areas of knowledge. Learning how to learn may be as important as the specifics of what is learned. (Rutter, 1985)

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 Rating Scales

Example ECERS-R item: Greeting/departing (Personal Care Routines)

Inadequate Minimal Good Excellent

1 2 3 4 5 6 7

1.1 Greeting of children is often neglected

3.1 Most children greeted warmly (Ex. staff seem pleased to see children, smile, use pleasant tone of voice)

5.1 Each child is greeted individually (Ex. staff say “hello” and use child’s name; use child’s primary language spoken at home to say “hello”)

7.1 When they arrive, children are helped to become involved in activities, if needed

1.2 Departure is not well organised

3.2 Departure well organised (Ex. children’s things reading to go)

5.2 Pleasant departure (Ex. children not rushed, hugs and good-byes for everyone)

7.2 Children busily involved until departure (Ex. no long waiting without activity; allowed to come to comfortable stopping point in play)

1.3 Parents not allowed to bring children into the classroom

3.3 Parents allowed to bring children into the classroom

5.3 Parents greeted warmly by staff

7.3 Staff use greeting and departure as information sharing time with parents

Example ECERS-E item: Sounds in words (Literacy)

Inadequate Minimal Good Excellent

1 2 3 4 5 6 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

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

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Level 2 Level 3 / 4 Level 5

ECERS-E subscales by manager qualification

The impact of Pre-school quality (ECERS-E) on

English & Mathematics in Year 6

0.12

0.22

0.29

0.12

0.26

0.34

0.00

0.10

0.20

0.30

0.40

0.50

Low Quality Medium Quality High Quality

English

Mathematics

Net Effect of Quality (ECERS-E) of Pre-School on English and Mathematics at Age 11

Eff

ec

t S

ize

Reference Group: Home Children

The impact 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

Effects of the 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. ‘Has been in trouble with the law’

The impact of Pre-school quality (ECERS-R and ECERS-E) on

Self regulation and Pro-social Behaviour

0.00 0.00

0.06

0.02

0.150.17

0.24 0.25

0.00

0.05

0.10

0.15

0.20

0.25

0.30

Pre-school Quality(ECERS-R)

Pre-school Quality(ECERS-E)

Effec

t Size

s: Se

lf-reg

ulatio

n

Home children - Reference group Low quality Medium quality High quality

0.00 0.00

0.06

0.02

0.150.17

0.24 0.25

0.00

0.05

0.10

0.15

0.20

0.25

0.30

Pre-school Quality(ECERS-R)

Pre-school Quality(ECERS-E)

Effec

t Size

s: Se

lf-reg

ulatio

n

Home children - Reference group Low quality Medium quality High quality

The impact of pre-school quality (ECERS-R and ECERS-E) on self-regulation at age 11

The impact of pre-school quality (ECERS-R and ECERS-E) on anti-social behaviour at

age 11

The combined impact of pre-school quality and HLE on Mathematics attainment

Summary of Value-added model predicting academic progress in English from Years 2-6

Comparator Experimental Group Coef se z Sig ES SigEnglish Year 2 Continuous Variable 0.68 0.02 41.73 0.00 2.12Gender: Boys Gender: Girls 2.16 0.41 5.25 0.00 0.23 *

Ethnicity: U.K. White Heritage

White European heritage 0.72 1.20 0.60 0.55 0.08Black Caribbean heritage 0.63 1.11 0.57 0.57 0.07Black African heritage 0.06 1.53 0.04 0.97 0.01Any other ethnic minority heritage 1.63 1.30 1.25 0.21 0.18Indian heritage 1.20 1.56 0.77 0.44 0.13Pakistani heritage 1.72 1.20 1.44 0.15 0.19Bangladeshi heritage 4.66 2.00 2.32 0.02 0.51 *Mixed race heritage 0.47 0.93 0.50 0.61 0.05 *

Family Socio Economic Status: Highest

Other professional non manual 0.07 0.85 0.08 0.94 0.01Skilled non manual -0.56 0.95 -0.59 0.56 -0.06Skilled manual -2.05 0.99 -2.08 0.04 -0.22 *Semi skilled -0.93 1.15 -0.81 0.42 -0.10Unskilled -1.56 1.75 -0.89 0.37 -0.17Unemployed: not working -2.70 1.26 -2.14 0.03 -0.29 *Missing 0.90 2.45 0.37 0.71 0.10

Mother’s Educational Qualification: None

Missing -0.62 1.68 -0.37 0.71 -0.07Vocational 1.94 0.75 2.58 0.01 0.21 *16 academic 1.16 0.62 1.88 0.06 0.1318 academic 1.67 0.93 1.79 0.07 0.18Degree or equivalent 4.46 0.98 4.57 0.00 0.48 *Higher degree 2.77 1.50 1.85 0.06 0.30Other professional 3.59 1.75 2.06 0.04 0.39 *

Early Years Home Learning Index: Lowest

Missing -0.61 1.59 -0.38 0.70 -0.0714-19 0.30 0.81 0.37 0.71 0.0320-24 0.29 0.83 0.35 0.72 0.0325-32 0.78 0.83 0.94 0.35 0.0833-43 2.80 1.00 2.80 0.01 0.30 *

Key Stage 1 Home Learning Environment: Computers:

High:

Missing 0.38 1.37 0.28 0.78 0.04Low 2.09 0.81 2.57 0.01 0.23 *Low - Moderate 1.30 0.73 1.78 0.08 0.14Moderate-High -0.02 0.68 -0.02 0.98 0.00Low 0.30 0.73 0.41 0.68 0.03Low - Moderate 0.35 0.69 0.51 0.61 0.04Moderate-High 0.68 0.02 41.73 0.00 2.12

*Statistically significant at 0.05. (Only the significant variables are shown.)

The net effect of pre-school quality on academic progress in English at Key Stage 2

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 (irrespective of quality or effectiveness) was associated with better attainment in English and Mathematics during Primary school, but this did not translate into a predictor of better progress in either subject.

However, there was evidence of the importance of pre-school quality for progress: for English and Maths, children who attended high quality pre-schools made greater progress between Years 2 and 6 than ‘home’ children.

This suggests that quality pre-school experience not only provides children with an initial boost to attainment levels at school entry, but also helps promote progress (possibly by fostering children’s capacity to learn and their motivation).

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/index.htm

Families, Early Learning and Literacy (FELL) research grouphttp://www.education.ox.ac.uk/research/fell/