The effective provision of pre-school education (EPPE) project is the first major European longitudinal study of a national sample of young children's development (intellectual and social/behavioural) between the ages of three and seven years. To investigate the effects of pre-school education for three- and four-year-olds, the EPPE team collected a wide range of information on more than 3000 children, their parents, their home environments and the pre-school settings they attended.
The following documents can be downloaded from this page:
- EPPE final report (2004) – details EPPE findings from pre-school to end of Key Stage 1
- EPPE summary (2004) – findings from pre-school to end of Key Stage 1
- EPPE summary (2004) – findings from the early primary years
Copies of these reports can be ordered via the EPPE website:
- EPPE technical paper 8b (2003) – Measuring the impact of pre-school on children's social/behavioural development over the pre-school period
- EPPE technical paper 8a (2002) – Measuring the impact of pre-school on children's cognitive progress over the pre-school period
- EPPE technical paper 7 (2001) – Social/behavioural and cognitive development at three-to-four years in relation to family background
- EPPE technical paper 6A (1999) – Characteristics of pre-school environments
- EPPE technical paper 6 (1999) – Characteristics of the centres in the EPPE sample: Observational profiles
- EPPE technical paper 5 (2000) – Characteristics of the centre in the EPPE study: (Interviews)
- EPPE technical paper 4 (1999) – Parent, family and child characteristics in relation to type of pre-school and socio-economic differences
- EPPE technical paper 3 (1999) – Contextualising EPPE: Interviews with LA coordinators and centre managers
- EPPE technical paper 2 (1999) – Characteristics of the effective provision of pre-school education (EPPE) project sample at entry to the study
- EPPE technical paper 1 (1999) – An introduction to the effective provision of pre-school education (EPPE) project
