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首页> 外文期刊>Cambridge Journal of Education >Towards the transformation of practice in early childhood education: the effective provision of pre-school education (EPPE) project
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Towards the transformation of practice in early childhood education: the effective provision of pre-school education (EPPE) project

机译：迈向幼儿教育实践的转变：有效提供学前教育（EPPE）项目

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摘要

The introduction of the Foundation Stage and its associated legislation has constituted a radical innovation that is transforming early childhood education. In this paper we show how the Effective Provision of Pre-school Education (EPPE) research programme continues to contribute towards achieving these improvements in practice. In focusing upon the EPPE programme's influence upon pedagogic practice in particular, the paper draws predominantly upon the research findings and recommendations associated with our qualitative case studies. This work was first published in the Researching Effective Pedagogy in the Early Years (REPEY) report in 2002, and in the EPPE Technical Paper 10 in 2003. Practitioners respond positively to research when it is focused on specific teaching and learning contexts and practices. The EPPE project therefore applied Environment Rating Scales to identify the quality of educational provision, and used multilevel analysis to isolate the independent variables of most significance in explaining variations in the progress and development of young children during their time in pre-school. The multi-level analysis identified 'good' and 'excellent' centres, based on measurable child outcomes. Twelve of these centres were selected for in-depth qualitative case study enquiries that both extended and triangulated the quantitative analysis. This paper shows how the qualitative findings, as well as some of the data that they have been drawn from, have subsequently been applied to provide the practical guidance and exemplar resources needed in the development and improvement of early years educational practice.
机译：基础阶段及其相关立法的引入构成了一场彻底的创新，正在改变幼儿教育。在本文中，我们显示了有效的学前教育（EPPE）研究计划如何继续为实现这些改进提供帮助。在特别关注EPPE计划对教学实践的影响时，本文主要借鉴了与我们定性案例研究相关的研究结果和建议。这项工作首先发表在2002年的《早期研究有效教学法》（REPEY）报告中，并于2003年在EPPE技术论文10中发表。当研究者关注特定的教学环境和实践时，从业者会对研究产生积极的反应。因此，EPPE项目使用环境评级量表来确定教育提供的质量，并使用多层次分析来分离最重要的自变量，以解释幼儿在学龄前的进步和发展变化。多级分析根据可衡量的儿童成绩确定了“好”和“优秀”的中心。选择了其中的12个中心进行深入的定性案例研究，扩展和三角化了定量分析。本文说明了定性发现以及从中获得的一些数据如何随后用于提供实践指导和范例资源，以发展和改进早期教育实践。

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