Publisher's Synopsis
The Early Years Transition and Special Educational Needs (EYTSEN) research builds on the work of the Effective Provision of Pre-School Education (EPPE) project, a major longitudinal study of a national sample of young children's progress and development through pre-school and into primary school until the end of Key Stage 1. The EYTSEN study focuses on special educational needs (SEN), and explores evidence of possible SEN amongst pre-school children and follows their progress from entry to the study up to the end of Year 1. It uses a range of information to identify children who may be 'at risk' in terms of either cognitive or social/behavioural development and investigates links with a variety of child, parent and family characteristics, including multiple disadvantage and the home learning environment. It also explores the identification of SEN amongst the sample at school and parents' perceptions of whether their child has SEN and what provision their child received. The findings suggest that both the quality and effectiveness of the pre-school setting attended continues to have an impact on young children's subsequent cognitive progress during their first years in primary school.
