early child care and education
Portal designed for those working in health or social services with responsiblity for early years (pre-birth-5 years).
Rapid review of international literature relating to early intervention.
Thesis that presents a study of three and four year-old children attending preschool at a time of rapid expansion of this phase of education. There is strong evidence that the quality of the experience is the determining factor in the long term effectiveness of early years provision. However, quality is a contested concept with a range of viewpoints, defined by different stakeholders including children.
Purpose of the review is to consider the original sources on children’s development as well as the critical reviews of these. The focus is on research findings published since 2000 as the ultimate goal was to update, rather than to repeat, the evidence base on which the EYFS was originally based.
Report with a focus on parenting from babyhood to early childhood. It brings together and examines research from a variety of disciplines to address the following questions:
- Why is parenting important in the early years?
- What is good parenting in the early years?
- What are the determinants of parenting in the early years, and is it who you are or what you do that is important?
Paper to communicate key messages to the Department for Education, the Teaching Agency and to other sector leaders who will support the early education and childcare workforce in the future.
Guidance for providers of childcare for children aged 1 to 5 years who provide food (including snacks) and/or drinks. It will apply to a wide range of providers, including local authority nurseries, private nurseries, playgroups, childminders, toddler groups, crèches, school meal services and family centres, regardless of the length of time that children are being cared for.
Strategy document that sets out to ensure better educational and wider outcomes for children by improving the quality and integration of services to the youngest children and their families from 2010 to 2015.
Knowledge review that tells us what works in integrating early years services. It is based on a rapid review of the research literature involving systematic searching, analysis of key data, validated local practice examples and views from people using services and providers.
It summarises the best available evidence that will help service providers to improve services and, ultimately, outcomes for children, young people and their families.
Review to identify the best available evidence on the potential and practical possibilities for improving children’s early learning outcomes through family-based support.
The review seeks to provide a comprehensive overview of the forms of family support that research has identified as significant and the specific learning outcomes they affect. The review also provides a common language and framework for the ongoing C4EO engagement with systems change and practice improvement.