The Effective Pre-school and Primary Education Project 3-11 (EPPE 3-11) is a largescaleudlongitudinal study of the impact of pre-school and primary school on children’suddevelopmental outcomes, both cognitive and social/behavioural. The study has beenudfollowing children from the start of pre-school (at age 3 years plus) through to the end ofudprimary school. Previous reports have focused on the educational andudsocial/behavioural outcomes of the EPPE 3-11 sample at the end of Year 5 (age 10) andudprogress from the end of Year 1 (age 6) to the end of Year 5 (age 10) in primary schoolud(Sammons et al., 2007a; 2007b). The research also explored the predictive power of audwide variety of child, parent, and family characteristics on attainment and development,udincluding the Early years home learning environment (HLE) during the years of preschooludand aspects of the later HLE during Key stage 1 of primary school (Sammons etudal., 2002; 2003; Sylva et al., 2004).udThis research builds on earlier reports (Sammons et al., 2007a; 2007b) by investigatingudrelationships between children’s outcomes in Year 5 and aspects of pupils’ selfperceptionsudand their views of primary school, measured in Year 5 (age 10) and in Yearud2 (age 7) of primary school, controlling for background characteristics. These measuresudhave been derived from a self-report instrument completed by EPPE 3-11 children. Theudanalyses explored associations between children’s progress and development over timeudand their self-perceptions and views of primary school.
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