Early Years Curriculum and Assessment
International Surveys of Early Years (2013- 2019) - The new IEA study aims to explore, describe and critically analyse early childhood education (ECE) provision and its role in preparing children for the learning and social demands of school. It will explore through cross-national analyses what role early years’ policy can play in tackling differences in educational achievement and give further consideration to what policy levers can be used to reduce inequalities. We anticipate that this study will inform and stimulate intra- and inter-country dialogue about progress in establishing high quality and inclusive ECE, and allow an exploration of the relationship between various systems’ approaches and outcomes for children on entry to school.
Evaluation of the Year One Phonics Check (2012)- The DfE has commissioned the NFER to undertake a longitudinal evaluation to assess whether the phonics screening check is meeting the objectives set for it by the Department. The evaluation involves: paper based postal surveys of literacy coordinators and Year 1 teachers; case-study visits to schools and NPD and value for money analyses.
Evaluation of the Year 1 phonics check interim report
Key themes in early years literature (2009)
This was a rapid literature review which looked at the key themes in early years education across a number of countries. The review produced a detailed list of literature and key themes which was provided to QCA for analysis. Analysis of 27 scholarly articles identified six major themes: pre-school effects, the quality of interactions, curriculum frameworks, cognitive and social development, practitioner training, and family participation.
See full report...
Reading list - early years education (2005)
Prepared reading list
Early years education (2002) International review of the early years curriculum in 20 countries, commissioned by the Qualifications and Curriculum Authority (QCA)