Area Deprivation
The EPPNI study was able to investigate the additional effects of level of deprivation of the area
in which the child was living. Those children living in areas of high deprivation were negatively
affected in their development in addition to the consequences of their demographic and home
characteristics.
Summary
EPPNI demonstrates the positive effects of high quality pre-school provision on children’s
intellectual and social behavioural development. The EPPNI research indicates that pre-school
can play an important part in combating social exclusion and promoting inclusion by offering
disadvantaged children, in particular, a better start to primary school. The findings indicate pre-
school has a positive impact on children’s progress over and above important family influences.
The quality of the pre-school experience as well as the quantity (more terms but not necessarily
more hours per day) are both influential. The results show that individual pre-school centres vary
in their effectiveness in promoting intellectual progress over the pre-school period, and indicate
that better outcomes are associated with some forms of provision. Likewise, the research points
to the separate and significant influence of the home learning environment. These aspects
(quality and quantity of pre-school and home learning environment) can be seen as more
susceptible to change through policy and practitioner initiatives than other child or family
characteristics, such as SES. For more information on the EPPNI Project contact Louise Quinn
Research Co-ordinator, Stranmillis University College, Belfast, BT9 5DY. Tel: 02890 384 353.
Sources:
Technical Paper 1
Melhuish, E., Quinn, L., McSherry, K., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B. &
Guimares, S. (2002) Characteristics of Pre-school Environments in Northern Ireland: An
Analysis of Observational Data. Belfast, N.I.: Stranmillis University Press.
Technical Paper 2
Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., McSherry, K. &
McCrory, M. (2001) Cognitive and Social/behavioural Development at 3-4 years in Relation to
Family Background. Belfast, N.I.: Stranmillis University Press.
Technical Paper 3
Quinn, L., Colhoun, J., Taggart, B., Melhuish, E., Siraj-Blatchford, I., Sylva, K., Sammons, P. &
McSherry, K. (2002) Pre-school Centre Characteristics: An Analysis of Centre Manager
Interviews. Belfast, N.I.: Stranmillis University Press.
Technical Paper 4
Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B. & Currie, G.
(2002) Pre-school Experience and Social/behavioural Development at the Start of Primary
School. Belfast, N.I.: Stranmillis University Press.
Technical Paper 5
Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B. & Shields, C.
(2002) Pre-school Experience and Cognitive Development at the Start of Primary School.
Belfast, N.I.: Stranmillis University Press.
Technical Paper 6
Quinn, L., Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Hanna, K. &
Sweeney, G. (2003) Cognitive Development and Progress at the End of Year 1. Belfast, N.I.:
Stranmillis University Press.
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