EPPE project

The EPPE project explores the impact of pre-school provisions on the cognitive process and development of young children. It also attempts to study their social and behavioral growth and development. The project affirms the statement that pre-school experience is mandatory for children and would benefit them in the long run.

Running head: EPPE PROJECT
EPPE project
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1EPPE PROJECT
In the early childhood period, the role of the family and the surrounding communities
cannot be undermined. It is important to delve deep into the influence that family and community
can have on a child and his or her cognitive development. This is because the environment which
a child grows up in would have a direct impact on the cognitive development of the child, which
would also determine his or her learning capacities in the long run. In short, how a child
performs in school would largely depend on the positive or negative environment at home or at
pre-school (Taggart et al. 2015). The following essay studies one such research, the EPPE
project.
The Effective Provision of Pre-School Education or EPPE project is intended to
explore the impact of the pre-school provisions on the cognitive process and development of
young children. It also attempts to study their social and behavioral growth and development
(Sylva et al. 2003). It is the first major European nation wide study which traces the intellectual
and social development of children in pre-school. As part of the project, information was
gathered from over 3000 children, aged approximately three and four. The pre-school structure,
the families, the homes, the communities and the surrounding environment of these children
were studied. In order to provide contrast and compelling evidence to affirm the hypothesis, the
project introduced a number of children who had no prior pre-school experience to the study as
well. The EPPE project attempts to study the various characteristics and features of effective
practices within pre-schools, including the ideology and pedagogy forming their foundation.
The EPPE project had been commissioned by the DfES and has been funded by the same.
The paper attempts to trace the entire development of the child’s cognitive processes from the
time of entry in pre-school. As part of the project, a design for educational effectiveness had
been adopted, which explored the impact of such provisions on each child (Sylva et al. 2014).

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The project also states that the family and the home environment of a child would determine his
learning capacities. The EPPE project also highlights the difference between children who have
been educated in the early years in schools and those who were educated in homes. It was found
that children who received pre-school provisions showed increased development and progress as
compared to these “home children” who appeared to be lagging behind. The EPPE project
gathered data and information about these children, the home environment they grew up in, their
parents and families and their pre-school settings. Out of the 3000 children, different pre-school
settings were observed. In other words, the pre-school settings in different regions across
England have different provisions for the students. This has resulted in different impacts on the
education design and its effectiveness as far as the children are concerned. The project affirms
the statement that pre-school experience is mandatory for children and would benefit them in the
long run. It would enhance the cognitive and social development of the children and would
increase their learning capabilities.
This EPPE project has had a tremendous impact on the research related to children,
families, communities and pre-school learning environments (Birkbeck College 2013). The
project has proved that the quality of care provided to students in the pre-school settings would
be directly proportional to the progress made, with respect to cognitive development. Proper pre-
school settings, with favorable learning environments and trained members of the staff, are more
likely to provide better education for young children and prepare them for future roles. This can
be better understood through examples of how the EPPE project has impacted the learning
capabilities of young children. The EPPE project was supported by Save The Children,
which is an international NGO, which supports and promotes children’s rights. The EPPE
research also shows that social and cognitive development is complementary and dependent on

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the quality of educational settings. Pre-schools that view the two aspects as interlinked can
expect to make better progress with children. Moreover, the EPPE project has resulted in
learning environments which are instructive in nature and would include effective pedagogy
which would be beneficial for the children in the long run. The most important factor about the
EPPE project is that it clearly highlights the differences between different pre-school settings and
their impacts. In order to ensure that a fair comparison is made, the project takes into account the
differences between the various types of educational settings and provisions (Save The Children
2016).
Another example of the EPPE project’s success is the impact that pre-school
attendance has on young minds. This can be seen in the case of Save The Children. Based
on the research conducted during the EPPE project, it is evident that attendance of pre-schools
would improve the social behavioral tendencies and cognitive development of the children. For
example, attending pre-school would ensure higher levels of concentration, independence,
conformity, cooperation and positive social relationships. In fact, attending pre-schools would
also promote peer sociability or improved relationships with other children. However, the study
also asserts that different pre-school settings would have different outcomes as far as the children
are concerned (Hall et al. 2013). On the contrary, the article also stresses that children who have
limited or almost no pre-school experience have very poor cognitive development. However, this
also depends on a number of factors. For example, the duration of the pre-school experience
will determine the intellectual development of the child. Similarly, children who enter pre-
school early are more likely to develop better social skills and more positive relationships
with their peers (Goodall 2013). In fact, when it comes to disadvantaged children, such pre-
school programs are particularly beneficial. Children who experience learning difficulties

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would find it easier to cope with their challenges and obstacles and even overcome them in the
long run. By the time they enter primary school, these children are more equipped to tackle
challenging situations and are no longer lagging behind when compared to other children.
To conclude, it can be said that the influences on a child in the early childhood phases
would have an impact on him as he grows up. For instance the home environment he grows up in
or the pre-school settings which the child is exposed to would determine the cognitive growth
and the social development of the child. The EPPE project clearly shows that children who
attend pre-school are more likely to develop better learning capabilities and peer sociability as
compared to children who are schooled at home in the early years.

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References:
Birkbeck College (2013) Impact Case Study (REF3b). Available at:
http://impact.ref.ac.uk/casestudies2/refservice.svc/GetCaseStudyPDF/18007
(Accessed: 12th July 2017).
Goodall, J., 2013. Parental engagement to support children's learning: a six
point model. School Leadership & Management, 33(2), pp.133-150.
Hall, J., Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I. and Taggart,
B., 2013. Can preschool protect young children’s cognitive and social
development? Variation by center quality and duration of attendance. School
Effectiveness and School Improvement, 24(2), pp.155-176.
Save the Children (2016) Untapped potential: how England’s nursery lottery
is failing too many children. Available at:
https://www.savethechildren.org.uk/sites/default/files/images/Untapped_Pote
ntial.pdf
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. and
Elliot, K. 2003. The Effective Provision of Pre-School Education (EPPE) Project:
Findings from the Pre-school Period. Available at:
http://generic.surestart.org/pdfdir/news6.pdf
Sylva, K., Taggart, B., Melhuish, E., Sammons, P. and Siraj, I. (2014)
EPPE/EPPSE PROJECT on early education – why investment pays off. Available

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at: http://www.nurseryworld.co.uk/nursery-world/news/1146874/eppe-eppse-
project-education-investment-pays
Taggart, B., Sylva, K., Melhuish, E., Sammons, P. and Siraj, I., 2015. Effective
pre-school, primary and secondary education project (EPPSE 3-16+): How
pre-school influences children and young people's attainment and
developmental outcomes over time.