Evidence based practice relies on robust research into what constitutes effective early years provision. A selection of key research documents can be accessed from this page. A vast amount of research can be accessed via the internet and anyone with an interest in early years research should explore the net in order to develop their research knowldge base.
The Effective Provision of Pre-school Education (EPPE)
The Effective Provision of Pre-School Education (EPPE) project is the first major European longitudinal study of a national sample of young children’s development between the ages of 3 and 7 years. To investigate the effects of pre-school education, the EPPE team collected a wide range of information on 3,000 children. The study also looks at background characteristics related to parents, the child’s home environment and the pre-school settings children attended.
Researching Effective Pedagogy in Early Years (REPEY)
This research investigated the effective instructional techniques and strategies whih underpinned teaching in effective provision. The research investigated the traditional instructional 'teaching' strategies employed by teachers as well as the provision if enabling environments and effective routines.
Key Elements of Effective Practice (KEEP)
The Key Elements of Effective Practice (KEEP) emphasise that effective learning is dependent on secure relationships, an
appropriate learning environment and high-quality teaching. KEEP draws on EPPE and REPEY research and brings together key elemets of of what research has identified as being effective practice.
The Impact of Parental Involvement on Children's Education (IPICE)
This document focuses on the consistent evidence of the educational benefits of involving parents in their child’s learning at home; the document also highlights that research demonstrates that a relationship exists between parental involvement and achievement.