Numerical skills, language skills, and socio-emotional status of children aged 4 - 5 years attending reception in disadvantaged communities in England. Not Applicable
Conditions
Interventions
The study recruited 145 reception schools across England.
The researchers will use individual-level randomisation. Within each school, half the children in one class will be assigned to the intervent
Sponsors
Education Endowment Foundation
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Children aged 4 - 5 years attending Early Year Foundation Stage (Reception) and their parents or guardians. 2. Children (and their parents) attending schools that are not already taking part in a research study funded by the Education Endowment Foundation.
Exclusion criteria
Exclusion criteria: Does not meet inclusion criteria
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Language Development as measured by the LanguageScreen assessment through four components: expressive vocabulary, listening comprehension, receptive vocabulary, and sentence repetition. Assessment will be taken before the intervention at the beginning of the academic year in September-October 2024 (baseline) and again after the intervention at the end of the academic year in June-July 2025 (endline). | — |
Secondary
| Measure | Time frame |
|---|---|
| Selff-regulation as measured by the Revised Heads-Toes-Knees-Shoulders assessment (HKTS-R). Assessment will be taken before the intervention at the beginning of the academic year in September-October 2024 (baseline) and again after the intervention at the end of the academic year in June-July 2025 (endline). | — |
Countries
England, United Kingdom
Contacts
Public ContactEdoardo Masset
Outcome results
None listed