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A systematic review of the evidence-base for Professional Learning in Early Years Education (The PLEYE Review)

Rogers, SJ; Brown, C; Poblete, X; (2017) A systematic review of the evidence-base for Professional Learning in Early Years Education (The PLEYE Review). UCL Institute of Education: London, UK. Green open access

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Abstract

This systematic review brings together international evidence on professional development and learning (PDL) approaches in Early Years Education (EYE) that demonstrate positive impact on children’s outcomes. The review is pertinent and topical and has a strong and direct connection with the current policy drive to a) improve the skills and knowledge of the early years workforce in order to improve outcomes for children, particularly those most at risk of disadvantage and b) develop system-led self-improvement through evidence-based approaches to PDL. Our intention in conducting this review is to stimulate and contribute to sector-led and sector-wide debate about how best to improve the knowledge and skills of the EYE workforce, particularly in the UK. The review will help the user community i.e. policymakers, setting leaders and EYE professionals, to make informed decisions about the types of PDL approaches that are most effective, and to feel confident that those approaches are underpinned by robust and rigorous research evidence. We propose that the EYE sector seeks to develop a framework for professional learning and development opportunities that take into account quality, impact on children’s outcomes, access and affordability.

Type: Report
Title: A systematic review of the evidence-base for Professional Learning in Early Years Education (The PLEYE Review)
Open access status: An open access version is available from UCL Discovery
Language: English
Keywords: PLEYE
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10053553
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