This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, family size, parental education and employment. This overview describes the research design and discusses a variety of research issues (methodological and practical) in investigating the impact of pre-school provision on children's developmental progress. A parallel study is being carried out in England (EPPE).
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, Northern Ireland: The Stranmillis Press.