Sylva et al (2004)

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  • Sylva et al (2004)  Positive Effects
    • Aim
      • Test effect of pre-school on children's development.
        • Studied effect of social, emotional and cognitive development.
    • Procedure
      • Longitudinal study, over 3,000 children.
      • Children between ages 3-7.
      • Compared pre-school group to home care control group.
      • Created development profiles.
        • Used SATs, reports from staff, parents and school teachers.
      • Pre-school provision: homecare, nurseries, playgroups and pre-school classes.
      • Measured parental occupation, qualifications, social background and birth weight.
    • Results
      • Assessments showed pre-schoolers benefitted from care socially and intellectually.
        • Especially if started before 3.
      • High quality provision and qualified staff lead to better development.
      • Positive effects still evident end of Key Stage 1.
    • Conclusion
      • Quality of provision led to short term advantages in social development.
        • Longer term advantages in cognitive development.

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