Bibliographies du service Veille et Analyses, IFÉ

WIKINDX Resources

Sammons Pam, Elliot Karen & Sylva Kathy et al. (2004). « The impact of pre-school on young children's cognitive attainments at entry to reception ». British Educational Research Journal, vol. 30, n° 5, octobre, p. 691–712. ISSN 1469-3518. En ligne : <http://onlinelibrary.wi ... 92042000234656/abstract>. 
Added by: Marie Gaussel (21 Apr 2014 15:31:39 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/0141192042000234656
ID no. (ISBN etc.): 1469-3518
BibTeX citation key: Sammons2004
Categories: Apprentissages et psychologie
Creators: Elliot, Melhuish, Sammons, Siraj-Blatchford, Sylva, Taggart
Collection: British Educational Research Journal
Views: 589/671
Views index: 14%
Popularity index: 3.5%
URLs     http://onlinelibra ... 000234656/abstract
Abstract     
This article explores the impact of pre-school experience on young children's cognitive attainments at entry to primary school and analyses data collected as part of a wider longitudinal study, the Effective Provision of Pre-school Education ({EPPE)} project, which followed a large sample of young children attending 141 pre-school centres drawn from six types of provider in five English regions. The article compares the characteristics and attainments of the pre-school sample with those of an additional ‘home’ sample (children who had not attended pre-school) recruited at entry to reception. Multilevel analyses of relationships between child, parent and home environment characteristics and children's attainments in pre-reading, early number concepts and language skills are presented. Duration of time in pre-school is found to have a significant and positive impact on attainment over and above important influences such as family socio-economic status, income, mother's qualification level, ethnic and language background. The research also points to the separate and significant influence of the home learning environment. It is concluded that pre-school can play an important part in combating social exclusion by offering disadvantaged children, in particular, a better start to primary school.
Added by: Marie Gaussel  
wikindx 4.1.9 ©2013 | Total resources: 8749 | Database queries: 57 | Script execution: 0.31896 secs | Style: VST pour affichage | Bibliography: WIKINDX Master Bibliography
Nous écrire
accueil Veille et Analyses    |     nouveautés    |     dossiers d'actualité        

École normale supérieure de Lyon
Institut français de l'Éducation
Veille et Analyses
15 parvis René-Descartes BP 7000 . 69342 Lyon cedex 07
Standard : +33 (0)4 72 76 61 00
Télécopie : +33 (0)4 72 76 61 93