1 / 19

Improving quality of the Childcare Workforce

Improving quality of the Childcare Workforce. Social mobility and life chances Oxford. Kathy Sylva University of Oxford. This presentation will explore. Impact of pre-school Effects of quality of pre-school provision on children Staff qualifications and their effect on children’s learning.

gerek
Download Presentation

Improving quality of the Childcare Workforce

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Improving quality of the Childcare Workforce Social mobility and life chances Oxford Kathy Sylva University of Oxford

  2. This presentation will explore Impact of pre-school Effects of quality of pre-school provision on children Staff qualifications and their effect on children’s learning

  3. Effective Provision of Pre-School EducationE P P E Kathy Sylva University of Oxford Edward Melhuish Birkbeck, University of London Pam Sammons Institute of Education, University of London Iram Siraj-Blatchford Institute of Education, University of London Brenda Taggart Institute of Education, University of London Karen Elliot Institute of Education, University of London 1997-2003, 2003-2008

  4. Questions explored in the EPPE research • What is the impact of pre-school on young children’s intellectual and social/behavioural development? • Are some pre-schools more effective than others? • Can pre-school experience reduce social inequalities? • What is the effect of workforce qualifications on children’s development?

  5. Sample • Six local authorities • 141 Pre-school centres randomly selected within the authorities to include: • nursery classes • playgroups • private day nurseries • day care centres run by local authority • nursery schools • fully integrated centres • Approx 2,800 children from 141 centres and 300+ ‘home’ children

  6. Plan of Study Reception Year 1 Year 2 (5 yrs) (6 yrs) (7 yrs) Pre-school Provision (3+yrs) 25 nursery classes 590 children Baseline Assessment N= 3,000+ Exit Assessments N= 1500 Age 6 Assessments N = 3,000+ Age 7 Assessments N= 3,000+ 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

  7. Child Assessments at entry to the study (age 3.0 years to 4 years 3 months) • Cognition British Ability Scales • Language British Ability Scales • Social and behavioural development Cooperation/conformity, peer sociability, anti-social or ‘upset’ behaviour.

  8. Child Assessments at entry to school (age 4+ to 5+ years) • Cognition British Ability Scales • Language British Ability Scales • Numeracy Early number skills • Literacy skills Letter recognition, phonological awareness • Social/behavioural development Cooperation, peer sociability, independence/concentration, anti-social or ‘upset’ behaviour.

  9. Sources of data • Child assessments over time • Family background information • Interviews with staff • ‘Quality’ rating scales • Case studies of effective centres

  10. Measuring Value Added • Multilevel models established the extent to which the pre-school centre influenced children’s progress. • Children’s progress was assessed controlling for prior attainment at age 3+. • Child, parent, & home learning environment factors were included in the analyses. Child Measures controlled for: • gender • ethnicity • number of siblings Family Measures controlled for: • eligibility to FSM • mother’s highest level of qualification • highest social class

  11. Measuring Value Added continued Home Learning Environment Measures • frequency reading to child • frequency of library visits • frequency child paints/draws at home • frequency parent teaches letters/numbers • frequency parent teaches the alphabet • frequency parent teaches songs, nursery rhymes, etc Other Measures • length of time in months spent in pre-school

  12. Does type of pre-school experience matter? • Integrated centres and nursery schools are best for cognitive outcomes. • Integrated centres, nursery schools and nursery classes are best for social outcomes.

  13. The impact of quality How EPPE measures quality • Early Childhood Environment Rating Scale (ECERS-R total + subscales) • ECERS-E (total + subscales) • Caregivers Interaction Scale (4 subscales, e.g., punitiveness, detachment)

  14. ECERS-E subscales by manager qualification

  15. Staff qualifications and children’s learning • % staff time at different levels (unqualified, level 2, level 3 & 4 and level 5*) was tested in models. • For cognitive progress, % staff contact time at level 5 was positive significant for outcome (pre-reading). • For social behavioural development: % staff contact time at level 5 was positive significant for ‘Co-operation & Conformity’ and also significantly associated with reductions in ‘Anti-social / Worried’ behaviour * Level 5 = degree level teacher (QTS)

  16. After taking into account the impact of child, family, home environment characteristics…at the end of year 1 • children from high quality pre-schools had higher reading attainment • children from pre-school centres with high ECERS-R subscale scores showed fewer Conduct problems • qualified teachers made a difference in children’s academic and social outcomes

  17. A ‘take-home’ message? • Children who stayed at home were more likely to be identified as ‘at risk’ at the beginning of school than children who had attended some type of pre-school. • A pre-school of high quality can help children move out of cognitive risk by the start of primary school. • This positive impact remains evident at least until the end of Year 2. • The higher the staff qualifications, especially QTS, the more developmental progress children make in the pre-school period.

  18. For further information on EPPE • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B & Elliot, K. (2002). Technical Paper 8a: Measuring the Impact of Pre-School on Children’s Cognitive Progress over the Pre-School Period. Institute of Education, London. • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B & Elliot, K. (2003). Technical Paper 8b: Measuring the Impact of Pre-School on Children’s Social/behavioural Development over the Pre-School Period. Institute of Education, London. • Sammons, P., Smees, R., Taggart, B., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Elliot, K. (2004). EYTSEN Technical Report No.2. Institute of Education, London. • Sammons, P., Taggart, B., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2003). The Early Years Transition and Special Educational Needs (EYTSEN) Project. DfES Research Report 431. • Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2004). Effective Pre-school Education. DfES Research Report. visit the EPPE website: http://www.ioe.ac.uk/projects/eppe

  19. For further Information about EPPE visit the EPPE website at:http://www.ioe.ac.uk/projects/eppe

More Related