Investigating the Effects of Pre‐school Provision: Using Mixed Methods in the EPPE Research

Abstract

The Effective Provision of Pre‐school Education (EPPE) project is a longitudinal study of young children between the ages of 3 and 7 years. Research began in 1997 and both quantitative and qualitative methods were used to explore the effects of pre‐school education on children’s attainment and social/behavioural development at entry to school, and of any continuing effects on such outcomes at the end of Key Stage 1 (age 7). The sample included over 3,000 children and 141 pre‐school centres drawn from six different types of providers. In addition, a home sample of children who had not attended a pre‐school centre was included. In order to identify the processes that might influence centre effectiveness, observational data were collected and centre managers interviewed. In‐depth case studies of 12 more effective centres were used to explore and illuminate the processes, particularly in relation to pedagogy, associated with better child outcomes. A mixed method approach was adopted to simultaneously answer both confirmatory and exploratory questions, to support user engagement and provide triangulation. The paper argues that the mixed method approach supported the development of stronger research inferences.

Acknowledgements

The EPPE research would not be possible without the support and co‐operation of the Local Authorities, pre‐school centres, primary schools, children and parents involved. The contribution of the Regional Research Officers and Research Assistants has been vital to the project’s completion.

Notes

Pam Sammons is Professor of Education at the University of Nottingham. Iram Siraj‐Blatchford is Professor of Early Childhood Education at the Institute of Education, University of London. Kathy Sylva is Professor of Educational Psychology at the University of Oxford, Department of Educational Studies. Edward Melhuish is Professor of Human Development at Birkbeck, University of London. Brenda Taggart is Research Co‐ordinator of the Effective Pre‐school and Primary Education (EPPE) 3–11 project at the Institute of Education. Karen Elliot is a Senior Research Officer at the Institute of Education, currently seconded to Wandsworth LEA as Performance Information Manager.

[1] Children not fluent in English: Assessed only on Block Building and Picture Similarity and social and emotional behaviour.

[2] Children not fluent in English: Assessed on Picture Similarity, Pattern Construction and social behaviour; additionally, BAS II Copying, a measure of spatial ability.

Additional information

Notes on contributors

Pam Sammons

Pam Sammons is Professor of Education at the University of Nottingham. Iram Siraj‐Blatchford is Professor of Early Childhood Education at the Institute of Education, University of London. Kathy Sylva is Professor of Educational Psychology at the University of Oxford, Department of Educational Studies. Edward Melhuish is Professor of Human Development at Birkbeck, University of London. Brenda Taggart is Research Co‐ordinator of the Effective Pre‐school and Primary Education (EPPE) 3–11 project at the Institute of Education. Karen Elliot is a Senior Research Officer at the Institute of Education, currently seconded to Wandsworth LEA as Performance Information Manager.