early years and parenting research

On this page you can find links to some of the research studies from across the early years and parenting sectors that influence the development of Peep programmes.

'Children's Centres: their impact on children and families' (ECCE)

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> Children's Centres: their impact on children and families (Dec 2015) - part of the DfE-funded Evaluation of Children's Centres in England (ECCE) study.

The study concluded that children's centres benefitted families in a range of ways, and that there were three particular characteristics of children's centres that promoted better child, mother and family outcomes:

  1. Offering more named programmes for families predicted better outcomes for certain child behaviours and family outcomes, including the early home learning environment. 
  2. Centres that were maintaining or increasing services (rather than cutting or re-structuring) had better outcomes for mothers and family.
  3. Multi-agency working seemed to be beneficial for some child and family outcomes.

'The best start at home' (EIF)

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'The best start at home' review (June 2015) - Dartington Social Research Unit, University of Warwick, University of Coventry for Early Intervention Foundation

What works to improve parent-child interactions from conception to age five? A rapid review of interventions.

Includes reference to Peep Learning Together Programme group delivery. 

'Effective pre-school, primary and secondary education' (EPPSE)

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The Effective Preschool, Primary and Secondary Education (EPPSE) study (University of Oxford and the Institute of Education) found that the main activities that parents/carers do with their young children which make a positive difference are: singing songs and nursery rhymes, reading with their child, visiting the library, playing with letters and numbers, painting and drawing, taking children out and about, and providing opportunities for them to play with their friends at home. The project (which followed 3000 children) found that, from age three until sixteen, the quality of the Home Learning Environment is more important for intellectual and social development than parental occupation, education or income. What adults do with their children (both at home and by sending them to pre-school) is more important than their social class, educational background or where they live.
You can find more detail and research references on our Home Learning Environment page.