This publication sets out areas where DfE is interested in more research and new evidence2. Given the broad policy agenda of the department it is not practical to provide an exhaustive list of research questions of interest. Instead this is a targeted list of areas which are both key departmental priorities and where we feel the research community is currently well placed to add to our evidence base. In terms of approaches to answer the questions, we are interested in both primary qualitative and quantitative research, secondary data analysis, and literature reviews/synthesis of existing evidence. For all questions we are interested in international perspectives and what has worked, or not, in other countries. For all our questions we are interested in how results differ for relevant sub-groups such as Free School Meal pupils, Pupil Premium pupils, Special Educational Needs and Disability (SEND) pupils, Black and Minority Ethnic pupils, and gender.
Get in touch with ARI.Reply@education.gov.uk
This question was published as part of the set of ARIs in this document:
We run EYFSHome.com, a service that provides free learning activities each day and a story to 3-5s. It is based on EY learning goals, the curriculum and quality assured. The content creators are teachers, authors and poe...
Funded by: Innovate UK
Lead research organisation: EYFSHOME LTD
The project is relevant as it focuses on early years settings and pedagogical approaches, although it does not fully answer the question.
Children who receive quality ECCE are proven to be healthier, do better and stay longer in school, and thereby have better economic trajectories in adult life. Improving ECCE is therefore critical, especially in remote a...
Funded by: MRC
Lead research organisation: University of Manchester
The project partially addresses the question as it discusses an early childhood care and education program in Ghana, but it does not provide information on the prevalence of different pedagogical approaches in different early years settings, including maintained nurseries and nursery provision in primary schools, nor does it discuss how this varies across the workforce.
Two-thirds of children in sub-Saharan Africa do not reach their full cognitive potential. A network of underlying factors rooted in poverty and vulnerability lead to suboptimal early childhood development, which traps en...
Funded by: MRC
Lead research organisation: Queen Mary University of London
Partially relevant as it focuses on enhancing early child development in rural Zimbabwe, not specifically on prevalence of pedagogical approaches in different early years settings.