Doing Early Childhood Research demystifies the research process. An international team of experienced researchers shows how to select methods which are appropriate for working with young children in early childhood settings or at home. They provide a thorough introduction to the most common research methods used in the early childhood context. Reflecting the multidisciplinary nature of much early childhood research, they cover a wide range of conventional and newer methods including observation, small surveys, interviews with adults and children, action research, ethnography and quasi-experimental approaches. They explain clearly how to set up research projects which are theoretically grounded, well-designed, rigorously analysed, feasible and ethically based. Each chapter is illustrated with examples. Widely used by early childhood researchers in many countries, this second edition of Doing Early Childhood Research has been fully revised. It includes new chapters on beginning research, mixed methods research, interviewing children, and working with Indigenous children, and also new case study chapters. It is essential reading for novice, initial career and experienced researchers. 'It is rare for any research methodology book to cover so much ground, and contain so many different kinds of resources between two covers.' - Journal of Education for Teaching 'As a guide for new and inexperienced researchers, it is second to none.' - British Journal of Educational Studies

Early Childhood Matters documents the rapid development of early years education and care from the late 1990s into the new millennium. It chronicles the unique contribution of the EPPE research to our understanding of the importance of pre-school.

The Effective Pre-school and Primary Education (EPPE) project is the largest European study of the impact of early years education and care on children's developmental outcomes. Through this ground-breaking project a team of internationally-recognised experts provide insights into how home learning environments interact with pre-school and primary school experiences to shape children's progress.

The findings of this fascinating project:

• provide new evidence of the importance of early childhood experiences
• show how these experiences influence children's cognitive, social and behavioural development
• give new insights on the importance of early years education
• will be relevant to a wide audience who are interested in policy development, early years education and care, and 'effectiveness' research
• examine how the combined effects of pre-school, primary school and the family interact to shape children's educational outcomes.

This insightful book is essential reading for all those interested in innovative research methodology and policy development in early childhood education and care. It provides new evidence on good practice in early years settings and will have a wide appeal for students and those engaged in providing accredited courses of study at a range of levels in early childhood.

Early Childhood Matters documents the rapid development of early years education and care from the late 1990s into the new millennium. It chronicles the unique contribution of the EPPE research to our understanding of the importance of pre-school.

The Effective Pre-school and Primary Education (EPPE) project is the largest European study of the impact of early years education and care on children s developmental outcomes. Through this ground-breaking project a team of internationally-recognised experts provide insights into how home learning environments interact with pre-school and primary school experiences to shape children s progress.

The findings of this fascinating project:

• provide new evidence of the importance of early childhood experiences
• show how these experiences influence children s cognitive, social and behavioural development
• give new insights on the importance of early years education
• will be relevant to a wide audience who are interested in policy development, early years education and care, and effectiveness research
• examine how the combined effects of pre-school, primary school and the family interact to shape children s educational outcomes.

This insightful book is essential reading for all those interested in innovative research methodology and policy development in early childhood education and care. It provides new evidence on good practice in early years settings and will have a wide appeal for students and those engaged in providing accredited courses of study at a range of levels in early childhood.

This is the third edition of the "ECERS-E", formerly called "Assessing Quality in the Early Years: Early Childhood Environment Rating Scale" ("ECERS-E"). The ECERS-E is an instrument for measuring quality in literacy, numeracy, science and diversity as observable in pre-school in relation to child cognitive and social/behavioural developmental outcomes for children age 3-5. This new update of the 2003 publication has more extensive notes, derived from feedback from extensive use of the instrument by practitioners in hundreds of settings and from local authority early years specialists. The ECERS-E complements the Early Childhood Rating Scales-Revised (ECERS-R), an internationally recognised measure of quality in education and care. Originally devised as a research tool, the scales are used increasingly by Local Authorities during audits to determine and improve the quality of provision, and by practitioners seeking to improve their practice through professional development. This practical handbook offers detailed guidance on providing a quality environment in which young children and their learning can flourish. Kathy Sylva is Professor of Educational Psychology at University of Oxford. She has researched extensively in the education and care of young children. Iram Siraj-Blatchford is Professor of Early Childhood at the Institute of Education, University of London. Her research interests include early childhood curriculum and pedagogy. She has published widely on issues of Early Childhood quality and equality. Brenda Taggart is the Research Co-ordinator of the Effective Pre-school, Primary and Secondary Education (EPPSE) project at the Institute of Education, University of London. Her background is in primary education and research.

This book provides the main ingredients for professional development in working with young children in a diverse society. It fills the gap that most early years training neglects, that is, how to work with children in developing a positive disposition towards themselves regardless of their differences. By helping children to develop a strong self-identity and good self-esteem we set the foundations for positive attitudes towards others and towards learning. Practical advice, real examples and staff activities bring the book to life. The book provides clear evidence and practical guidance on how to develop young children's emerging language, especially those children who have English as an additional language, and how to generate, activate and assess curriculum for diversity. The book focuses on all children's learning for cultural diversity. Culture is used as a broad term to include language, ethnicity, social class and gender. Each chapter offers a clear combination of theory and practice and ends with excellent staff development activities and further readings. The book will be important reading for all students and practitioners working with young children.

ECERS-E is designed to be used with the Early Childhood Rating Scale-Revised (ECERS-R), an internationally recognized measure of quality in education and care written by Thelma Harms, Richard M. Clifford, and Debby Cryer. It not only complements the ECERS-R but extends the scales to provide additional insights into important aspects of literacy, mathematics, science and environment, as well as practices related to issues of diversity. Given the current focus on emerging literacy and numeracy skills, the ECERS-E provides unique guidance on the kinds of environments that enhance learning in preschool settings. The curriculum domains within the scales bear important relationships to children's (age 3-5) cognitive and social/behavioral developmental outcomes. Using the ECERS-E alongside the ECERS-R gives users a more complete picture of what a high-quality early childhood education program can look like. It can be used by program directors, teaching staff, agency staff, and in teacher training programs. Convenient organization: Literacy Items: Print in the environment Book and literacy areas Adults reading with children Sounds in words Emergent writing/mark making Talking and listening Mathematics Items: Counting and application of counting Reading and representing simple numbers Activities: Shape Activities: Sorting, matching and comparing Science and Environment Items: Natural materials Areas featuring science/science materials Activities: Non living Activities: Living processes Activities: Food preparation Diversity Items: Planning for individual learning needs Gender equality and awareness Race equality and awareness