What is the prevalence of different pedagogical approaches in different early years settings, including maintained nurseries and nursery provision in primary schools? How does this vary across the workforce? Which of these approaches have the greatest impact on development?
Background
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.
Next steps
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Source
This question was published as part of the set of ARIs in this document:
Related UKRI funded projects
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Early Years platform for learning activities to support blended and hybrid learning, Nurseries, Parents and carers
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
Why might this be relevant?
Partially relevant as it focuses on learning activities and blended learning, but does not specifically address prevalence of pedagogical approaches in different early years settings.
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The University of Northampton and Childbase Partnership Limited KTP 23_24 R4
To develop a toolkit that improves the learning and development outcomes for the Early Years sector by enhancing the learning environment and has the potential to reduce operational costs and promote best outcomes for ch...
Funded by: Innovate UK
Lead research organisation: UNIVERSITY OF NORTHAMPTON
Why might this be relevant?
Partially relevant as it focuses on improving learning outcomes in the Early Years sector but does not specifically address prevalence of pedagogical approaches.
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Improving health and development through play - Evaluation of a comprehensive ECCE programme at scale in Ghana
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
Why might this be relevant?
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.