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Curricular Quality and Day-To-Day Learning Activities in Pre-School

Sylva, K; Taggart, B; Siraj-Blatchford, I; Totsika, V; Ereky-Stevens, K; Gilden, R; Bell, D; (2006) Curricular Quality and Day-To-Day Learning Activities in Pre-School. International Journal of Early Years Education , 15 (1) pp. 49-65. 10.1080/09669760601106968. Green open access

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Abstract

The purpose of this paper is to show how curricular quality is related to the day-to-day activities experienced by children and the pedagogical activities of staff, both coded through systematic target child observations. Data were drawn from the Effective Provision of Pre-School Education (EPPE) and the Researching Effective Pedagogy in the Early Years Project (REPEY) studies. Curricular quality was measured by coding the ECERS-E, an English curricular extension to the well known ECERS-R. In centres scoring high on the ECERS-E, staff engaged in pedagogical practices that included more ?sustained shared thinking? and more ?direct teaching? such as questioning or modeling. In high scoring centres, children were also observed participating in more activities associated with early reading, emergent writing and active listening. Children in centres assessed as ?adequate? spent more time in activities associated with the ?Physical Development? and ?Creative? curriculum. Thus the ECERS-E gives higher scores to pedagogical practices and activities where staff take a more active role in children?s learning, including scaffolding young children?s play, especially in the communication and literacy domains of the curriculum.

Type: Article
Title: Curricular Quality and Day-To-Day Learning Activities in Pre-School
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/09669760601106968
Additional information: This paper in a prestigious international journal describes practices and processes in 'effective' early years settings. The methodology focuses on the use of target child observations to explore teachers' pedogogy and children's activities. The data is taken from the EPPE and REPEY research project. EPPE has had a profound impact on both policy and practice in early years education and care. This is an electronic version of an article published in Sylva, Kathy and Taggart, Brenda and Siraj-Blatchford, Iram and Totsika, Vasiliki and Ereky-Stevens, Katharina and Gilden, Rose and Bell, Daniel (2007) Curricular Quality and Day-To-Day Learning Activities in Pre-School. International Journal of Early Years Education, 15 (1). pp. 20-26.Journal of Early Years Education is available online at: http://dx.doi.org/10.1080/09669760601106968
Keywords: Not age specific, England, Pre-school, Quality, Curriculum
UCL classification: UCL
UCL > Provost and Vice Provost Offices
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
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Division of Psychiatry
URI: https://discovery.ucl.ac.uk/id/eprint/1548690
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