Website of organisation that supports parents and carers in their role as their children's first and most important educators.
Web resource including video on parent champions for childcare.
Paper that reviews the major perspectives in research on early childhood transitions. Assessing concepts in developmental theory that preceded transitions research, as well as more recent approaches including systems theories and the role of children as active participants in transitions, the paper reveals the predominant areas of focus in both academic and professional studies.
Portal designed for those working in health or social services with responsiblity for early years (pre-birth-5 years).
Review of the Early Years Foundation Stage (EYFS) that has gathered evidence from a wide range of people working in the early years sector, including academics, practitioners, representatives of professional organisations, local authorities, parents, carers and children. Evidence has also been collected from national and international research.
Rapid review of international literature relating to early intervention.
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.
Knowledge review that tells us what works in improving family-based support for children’s learning. 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 both people using services and providers. It summarises the best available evidence that will help service service providers to improve services and ultimately outcomes for children, young people and their families.