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| Educational outcomes |
Educational outcomes
The Effective Pre-school and Primary Education Project (EPPE) is Europe’s largest longitudinal pre-school effectiveness study and provides a unique insight into the factors that influence resilience (defined here as better than expected educational outcomes) in disadvantaged families.
This demonstrated the crucial role of cognitive and social/behavioural development on
educational attainment. The strongest effect on children’s resilience at age 5 and 10 is their level of self-regulation (independence and concentration) at the start of school.21 The study found that the effects associated with a high quality home learning environment (HLE – providing structure, extensive educational stimulus and activities, a high level of parent/child interaction and the family’s sense of efficacy in supporting their children’s learning) on children’s development were stronger than for other traditional measures of disadvantage such as parental SES, education or income (Sylva et al 2007). [See p. 32 for a further discussion of these issues.] Box 7 gives an example of positive practice from Austria.
The Effective Pre-school and Primary Education Project (EPPE) is Europe’s largest longitudinal pre-school effectiveness study and provides a unique insight into the factors that influence resilience (defined here as better than expected educational outcomes) in disadvantaged families.
This demonstrated the crucial role of cognitive and social/behavioural development on
educational attainment. The strongest effect on children’s resilience at age 5 and 10 is their level of self-regulation (independence and concentration) at the start of school.21 The study found that the effects associated with a high quality home learning environment (HLE – providing structure, extensive educational stimulus and activities, a high level of parent/child interaction and the family’s sense of efficacy in supporting their children’s learning) on children’s development were stronger than for other traditional measures of disadvantage such as parental SES, education or income (Sylva et al 2007). [See p. 32 for a further discussion of these issues.] Box 7 gives an example of positive practice from Austria.
