The ECERS-R and ECERS-E are probably best known for their use in the Effective Provision of Pre-school, Primary and Secondary Education Project (EPPSE), where they underpinned the research on the relationships between quality provision in the early years and children’s later development:
The EPPSE project
The EPPSE project is a large-scale, longitudinal study of the progress and development of children from pre-school to post-compulsory education. It considers the aspects of pre-school provision which have a positive impact on children's attainment, progress and development.
More than 3,000 children were assessed at the start of pre-school around the age of 3, and the quality of their early years provision assessed using the ECERS-R and ECERS-E. The children’s development was monitored until they entered school around the age of 5, and then at key points until the end of Key Stage 3 in secondary school. They are currently being followed through their final year of compulsory schooling and on to their post 16 educational, training and employment choices. The study applies an 'educational effectiveness' design to establish the factors related to children's progress, as well as using intensive case studies and classroom observations to' un-pack' effective practices.
Click here to read the study.
Download a summary of ECERS and ITERS findings in some of these key research studies here.