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EPPSE is a Government-funded, high profile, longitudinal study with a multi-disciplinary design and numerous outputs, almost unprecedented in the UK in terms of its scale and scope. It has become a seminal study of the influence of early education on children's later development. Findings have been used in the UK and internationally for:
The two Principal Investigators at the IOE have taken lead roles in all of the above.
Public understanding of the brain and key concepts in cognitive development was improved through the Royal Institution (RI) Christmas Lecture series, "Meet Your Brain", which was delivered in 2011 by Bruce Hood, Professor of Developmental Psychology in Society at the University of Bristol and was based on research conducted at the Bristol Cognitive Development Centre. The series was broadcast twice in the UK on the BBC, reaching 4 million viewers in total. The success of the series subsequently led to Hood giving invited lectures in Asia in 2012 and 2013, which were broadcast on national television, reaching over 7 million viewers over the two years.
In 2012, young people between the ages of 9 and 14 participated in a live version of the lecture series and were tested on their knowledge before and after the series; average test score went from 40% to 75%, showing an increased understanding and further testing showed a 73% retention rate of this knowledge 2 months after the lecture.
The content of Hood's lectures forms the basis of The Brain Bank - a website about basic cognitive neuroscience, which provides tools and resources for educators. The website is distributed through the RI, Society of Biology, and UK Association for Science Centres and has received over 22,000 visits since its launch in January 2013.
The Effective Provision of Pre-school Education (EPPE) project led by Edward Melhuish produced major government policy changes since 2008. EPPE is a longitudinal study focussing on the impact of early childhood education and the home learning environment on educational and social development. The government's recent decision to extend free early years provision for disadvantaged children was based on EPPE's finding (highlighted in several government reviews) that good quality early education has long-term benefits, in particular for disadvantaged children. EPPE also demonstrated the critical role of better-qualified early years staff, which has led to new policy recommendations on staff training.
The Brain, Performance and Nutrition Research Centre (BPNRC) has an international reputation for research conducted in collaboration with industry to assess the impact of nutrition and dietary interventions on brain function. Our research benefits our industrial partners financially, in terms of increased product sales, and by providing evidence supporting the introduction of new products that improve consumer wellbeing. This case study focuses on research that supported Bayer to develop successful brands with public health benefits.
Educational performance tables — some comparing countries as well as schools — have come to assume great importance. They now influence not only parents' school choices but some national education policies. Tables can, however, mislead as well as enlighten. The three studies featured here demonstrate this and help to ensure that the public will be better informed in future. Two played a key role in convincing the government that it should revise England's school performance tables. The third gave civil servants and politicians good reason to be more circumspect about how they publicly interpret international pupil performance data.
Sure Start, the flagship New Labour anti-poverty initiative launched in 1999, was an area-based early intervention targeting pockets of social and economic deprivation in England. The multi- disciplinary National Evaluation of Sure Start (NESS), to which Professor Angela Anning was the central educational contributor, was the largest social science evaluation contract ever awarded in the UK. Findings were continually fed back to ministers and civil servants to inform policy and practice. Impacts (discussed below, section 4) include:
(1) systemic changes in integrated services for vulnerable families;
(2) rethinking the resourcing and funding of Children's Centres;
(3) revision of training and qualifications of early childhood staff;
(4) enhancing the role of family support and parenting projects.
Summer Scientist Week (www.summerscientist.org) is an innovative public engagement event held at the University of Nottingham that increases public understanding of the psychology of child development. Families with children aged from 4 to 11 years experience the research process first-hand by participating in ongoing studies. Research findings and their impact are disseminated through posters at the event and follow-up newsletters. Summer Scientist Week (SSW) has increased public understanding of psychology research within the community and has increased interest in psychology and child development topics in the media and has increased attendance at other science and research-based events.
This case study represents the work of the Pyramid research team within the INSTIL Education Research Group (INSTIL ERG). Research at the University of West London is characterised by an ambition to promote `useful knowledge' and this case study, with its focus on providing evidence to inform and direct practice, fits within this approach. The case study describes the first rigorous evaluation of the impact of Pyramid after-school clubs that aim to improve the socio-emotional wellbeing of vulnerable children. The work of the Pyramid research team provides an empirical evidence base to support the work of a range of stakeholders including: practitioners; policy makers and researchers in the field of children's socio-emotional well-being, and the children and their families. Drawing on the evidence base, these impacts include the securing of funding for the continuation of Pyramid clubs in schools and informing future development and extension of the Pyramid club intervention for delivery to other age groups.
Young Lives is identifying major influences on children's development, from infancy to adulthood, by carrying out a pioneering longitudinal study across four developing countries over 15 years. Young Lives gathers and analyses data on how childhood is changing in diverse communities, especially through the impact of economic, cultural and policy shifts, by studying two age cohorts in each country. UNICEF, the World Bank, Plan International, and Save the Children International, among others, are using Young Lives research to design childhood poverty-reduction policies in the Post-2015 Development Agenda. The research also underpins the re-visioning of global child protection work by UNICEF, Save the Children Canada, and World Vision UK.
A research programme of randomised controlled trials undertaken at the University of Southampton demonstrating the efficacy of the New Forest Parenting Programme (NFPP) played a crucial role in: (i) influencing the developers of clinical guidelines to recommend parent training in general as a core part of the treatment of Attention-Deficit/Hyperactivity Disorder (ADHD) and (ii) establishing the NFPP, in particular, as a widely employed evidence-based treatment for ADHD, a condition estimated to affect up to 400,000 children in the UK alone. As a direct result of the trials, the programme, a novel therapeutic intervention that teaches parents of preschool children with ADHD how to modify their children's behaviour and improve their self-regulation, has been included in the National Institute for Health and Clinical Excellence (NICE) and other clinical guidelines and recommended internationally as an effective alternative to medication, which often brings only short-term benefits and is associated with a range of potentially debilitating side-effects.