Professor Edward Melhuish

Research

My research interests are in understanding social and communicative development from birth to adulthood including environmental influences through the use of longitudinal studies. Other interests include:

  • Early childhood education and care (ECEC)
  • Parenting
  • Child poverty and disadvantage
  • the linking of child development and social policy

My work has been concerned with using theoretically driven research to address applied issues and policy questions to produce improvements in development and well-being. This has included topics such as:

  • the development of pre-term babies
  • the children of psychiatrically disturbed parents
  • social, linguistic and cognitive development
  • emergent literacy
  • Early childhood education and care (ECEC) and the evaluation of policy initiatives

Collaboration

Such work regularly involves collaboration with social, biological and medical scientists in studying child development and the influence of experience. Most of my research projects have been multi-disciplinary. I have previously collaborated in research projects in 12 countries on behalf of the European Commission, and I am currently involved in collaborative work with researchers in several European countries, USA and Australia.

Current research

Current work involves evaluating interventions such as early childhood education and care (ECEC), parental support, early intervention strategies etc., and derives from theoretical work on the importance of particular environmental input affecting children’s development, and the results are influencing policy. This work involves using randomised control trials (RCTs), quasi-experimental methods, and qualitative research.

I have been involved in longitudinal studies of family and pre-school factors affecting child development in England (EPPE) and Northern Ireland (EPPNI). I am currently involved in similar longitudinal research in several countries. Also I am the director of the Study of Early Education and Development that involves a longitudinal study of over 5000 children.

National Evaluation of Sure Start

I have been director of the National Evaluation of Sure Start (NESS). Sure Start is an early intervention programme targeting disadvantaged young children and their families. The evaluation examines under what conditions Sure Start programmes are affecting children, families and communities.

This work involved an investigation of over 20,000 children and families and a longitudinal follow-up of 8,000 children in poor communities.

Other projects

In addition I have worked with local, national and international governmental organisations to use developmental research to inform public policy to improve the lives of families and young children.   I am a member of a Child Well-being working group of WHO, and the Human Capital and Economic Opportunity Working Group Early Childhood Interventions Group. I have undertaken research for the Medical Research Council, Economics and Social Research Council, Save the Children Fund, DCSF, DoH and several other government and voluntary sector agencies

Policy Impact

My research in the 1980s influenced the 1989 Children Act, and later research has influenced the 2005 Children Act, 2006 Childcare Bill and policy on childcare, early education, child poverty and parental support in the UK and other countries.  For example my projects have contributed to the formulation of social policy, such as the universal provision of a pre-school place for all 3 & 4 year-olds, the establishment of 3500 Children’s Centres, the government’s Every Child Matters and 10-Year Childcare strategies. From 2013 the UK government rolled out free part-time early education to all of the 40% most disadvantaged children in the country from age 2 upwards, and this decision was heavily influenced by my projects in collaboration with other researchers.

Consultant and Advisor

I have acted as a consultant for design for children, children’s organizations (e.g. UNESCO), government departments, e.g., DfE, DWP, DoH, Treasury, Prime Minister’s Office, and film, television and radio companies. I am on the scientific advisory board of the Early Intervention Fund. I have served as an expert witness to several House of Commons Select Committees and as a consultant to the Stanford Research Institute, USA. I have been a scientific advisor to several research funding organisations including the Nordic Research Council, the Academy of Finland, Deutsche Forschungsgemeinschaft (German Research Foundation),  Fundação para a Ciência e a Tecnologia (FCT) (Portuguese Research Council), Netherlands Organisation for Scientific Research (NWO), and the Australian Research Council. With over 250 publications, I have contributed to discussions of social policy for children in Norway, Germany, Netherlands, Belgium, Finland, Portugal, South Korea, Australia, Canada and Chile, as well as the European Commission, Organisation for Economic Cooperation & Development (OECD) and the World Health Organisation (WHO).

Charities

Over many years I have acted as an advisor and consultant on a pro-bono basis to many charities and voluntary organisations involved with child well-being, including NSPCC, Save the Children, Action for Children, 4Children, BIG Lottery Fund, Early Years Ireland, Atlantic Philanthropies, National Children’s Bureau, Children in Wales, Early Intervention Fund, and eurochild.  I am a trustee of the WAVE trust.

Books

  • Siraj, I, Kingston, D, Melhuish, E (2015) Assessing Quality in Early Childhood Education and Care Sustained Shared Thinking and Emotional Well-being Sstew Scale for 2-5 Year-olds Provision. Trentham Books Limited.

  • Siraj-Blatchford, I, Shepherd, D-L, Sammons, P, Taggart, B, Melhuish, EC, Sylva, K (2014) Effective Teachers in primary Schools: key research on pedagogy and children’s learning. Stoke on Trent: Trentham Books.

  • Melhuish, EC (2013) Improving the lives of children and young people: Case studies from Europe: Volume 3. School. Copenhagen: WHO Regional Office for Europe.

  • Europe, WHOROF (2013) Improving the Lives of Children and Young People Case Studies from Europe.

  • Melhuish, EC (2013) Improving the lives of children and young people: case studies from Europe. Volume 1. Early years. Copenhagen: WHO Regional Office for Europe.

  • Melhuish, EC (2013) Improving the lives of children and young people: Case studies from Europe: Volume 2. Childhood. Copenhagen: WHO Regional Office for Europe.

  • Melhuish, E, Petrogiannis, K (2006) Early childhood care and education: International perspectives.
    DOI: http://dx.doi.org/10.4324/9780203967676

  • Melhuish, E, Petrogiannis, K (2006) Introducing international perspectives on early childhood care and education.
    DOI: http://dx.doi.org/10.4324/9780203967676

Book chapters

  • Melhuish, EC, Sammons, P, Sylva, K, Siraj-Blatchford, I, Taggart, B (2015) “Home, Pre-school and Primary school effects when children are aged 11”, In: E Mallou (ed.) Kindergarten Teachers’s Handbook: Theory and Action. Athens:

  • Melhuish, EC (2014) “The Impact of Early Childhood Education and Care on Improved Wellbeing”, In: If you could do one thing…Nine local actions to reduce health inequalities. London: British Academy.

  • Melhuish, EC (2014) “Early childhood environments: long-term consequences of early childhood education and parenting”, In: Early Years Education and Care New Issues for Practice from Research. Routledge.

  • Eisenstadt, N, Melhuish, EC (2013) “Developments in early years services in the United Kingdom (England)”, In: V Barnekow, BB Jensen, C Currie, A Dyson, N Eisenstadt, E Melhuish (eds.) Improving the lives of children and young people: Case studies from Europe. Volume 1. Early Years. Copenhagen: WHO Regional Office for Europe. 50-58

  • Melhuish, EC (2013) “Die frühkindliche Umgebung: langfristige Effekte von frühkindlicher Bildung und Erziehung”, In: Frühe Bildung in der Familie Perspektiven der Familienbildung. Beltz Juventa.

  • Melhuish, EC (2013) “Acteurs, usagers et évaluation des dispositifs de prevention précoce: L’example des programmes EPPE et Sure Start au Royaume-Uni”, In: Les politiques de cohésion sociale Acteurs et instruments. Paris: Centre d’analyse stratégique. 130-136

  • Sylva, K, Chan, L, Sammons, PM, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2011) “Emergent Literacy Environments: Home and Preschool Influences on Children’s Literacy Development”, In: Handbook of Early Literacy Research. New York: Guilford Press.

  • Sylva, K, Chan, LLS, Melhuish, E, Sammons, PM, Siraj-Blatchford, I, Taggart, B (2011) “Emergent Literacy Environments: Home and Pre-school Influences on Children’s Literacy Development”, In: Handbook of Early Literacy Research Vol. 3. London: Institute of Education. 97-117

  • Melhuish, EC (2011) “Early Years Research and implications for policymaking: the UK experience”, In: Nordic Early Childhood Education and Care - Effects and Challenges. Oslo: Norwegian Ministry of Education and Research. 10-15

  • Melhuish, EC, Belsky, J, Barnes, J (2010) “Sure start and its evaluation in England”, In: R Tremblay, R Barr, R Peters, M Boivin (eds.) Encyclopedia on Early Childhood Development. Montreal, Quebec: Centre of Excellence for Early Childhood Development. 1-6

  • Friedman, SL, Melhuish, E, Hill, C (2010) “Childcare Research at the Dawn of a New Millennium: An Update”, In: The Wiley-Blackwell Handbook of Infant Development: Second Edition. 359-379
    DOI: http://dx.doi.org/10.1002/9781444327588.ch14

  • Melhuish, E, Belsky, J, Barnes, J (2010) “Child health and well-being in the early years: The National Evaluation of Sure Start”, In: Evidence-Based Public Health: Effectiveness and Efficiency.
    DOI: http://dx.doi.org/10.1093/acprof:oso/9780199563623.003.013

  • Melhuish, EC (2010) “Why children, parents and home learning are important”, In: K Sylva, E Melhuish, P Sammons, I Siraj-Blatchford, B Taggart (eds.) Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. London: Routledge.

  • Melhuish, EC, Belsky, J (2010) “Evaluating Sure Start in England”, In: J Oates (ed.) Early Childhood in Focus: Supporting Parenting. Milton Keynes: Open University.

  • Melhuish, EC (2010) “Fruhpadagogische Forschung und ihre Wirkung auf die Politik in Grossbritannien”, In: F Becker-Stoll, J Berkic, B Kalicki (eds.) Bildungsqualitat fur Kinder in den ersten drei jahren. Berlin: Cornelsen.

  • Melhuish, EC (2010) “A linked study: effective pre-school provision in Northern Ireland”, In: K Sylva, E Melhuish, P Sammons, I Siraj-Blatchford, B Taggart (eds.) Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project. Abingdon: Routledge. 192-205

  • Melhuish, EC (2010) “England: Sure Start”, In: J Oates (ed.) Early Childhood in Focus: Supporting Parenting. Milton Keynes: Open University.

  • Sammons, P, Anders, Y, Sylva, K, Melhuish, EC, Siraj-Blatchford, I, Taggart, B, Barreau, S (2009) “Children’s cognitive attainment and progress in English primary schools during Key Stage 2: Investigating the potential continuing influences of pre-school education”, In: Frühpädagogische Förderung in Institutionen Zeitschrift für Erziehungswissenschaft. Sonderheft 11 | 2008. Wiesbaden: Springer-Verlag. 179-198

  • Belsky, J, Melhuish, EC (2009) “Early Intervention for Young Children and their Families in England: The Sure Start Journey Over the Last Decade”, In: U Von der Leyen, V Spidla (eds.) Voneinander lernen - miteinander handeln: Aufgaben und Perspektiven der Europdischen Allianz f|r Familien (Shared experience, concerted action: Ideas and perspectives in the European Alliance for Families). Baden-Baden, Germany: Nomos-Verlag.

  • Melhuish, E (2006) “Policy and research on preschool care and education in the UK”, In: Early Childhood Care and Education: International Perspectives. 43-64
    DOI: http://dx.doi.org/10.4324/9780203967676

  • Melhuish, E, Petrogiannis, K (2006) “An international overview of early childhood care and education”, In: Early Childhood Care and Education: International Perspectives. 167-177
    DOI: http://dx.doi.org/10.4324/9780203967676

  • Melhuish, EC, Belsky, J, Leyland, A, Barnes, J “Welche Auswirkungen hatte die Einfunhrung lokaler Sure Start Programme auf dreijahrige Kinder und ihre Familien in England? Eine quasi-experimentelle Beobachtungstudie”, In: K Sylva, B Taggart (eds.) Fruhe Bildung zahlt: Das Effective Pre-school and Primary Education Projekt (EPPE) und das Sure Start Programm. Berlin: DohrmanVelag.

Conference papers

  • Evangelou, M, Sammons, P, Taggart, B, Sylva, K, Melhuish, E, Siraj, I What makes a successful transition from primary to secondary school in England?. (Limassol, Cyprus)

  • Evangelou, M, Taggart, B, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I What makes a Successful Transition from Primary to Secondary School?. (Edinburgh)

  • Evangelou, M, Taggart, B, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I EPPE 3-14: Transition between primary & secondary school: Evidence from the Effective Pre-school, Primary and Secondary Education Project.

  • Sutcliffe, AG, Barnes, J, Belsky, J, Gardiner, J, Melhuish, EC “Health of children born to mothers aged 40 years or over, analyses of two national cohort studies”, Archives of Disease in Childhood. (Warwick University) BMJ Publishing Group. 96(A59)

Journal articles

  • Howard, SJ, Powell, T, Vasseleu, E, Johnstone, S, Melhuish, E (2016) “Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading”, Educational Psychology Review. 1-22.
    DOI: http://dx.doi.org/10.1007/s10648-016-9364-4

  • Cline, JI, Belsky, J, Li, Z, Melhuish, E, Lysenko, L, McFarquhar, T, Stevens, S, Jaffee, SR (2015) “Take your mind off it: Coping style, serotonin transporter linked polymorphic region genotype (5-HTTLPR), and children's internalizing and externalizing problems.”, Development and psychopathology. 27(4 Pt 1) 1129-1143.
    DOI: http://dx.doi.org/10.1017/S0954579415000723

  • Gardiner, J, Sutcliffe, AG, Melhuish, E, Barnes, J (2015) “Paternal Age, Paternal Presence and Children's Health: An Observational Study.”, Pediatric reports. 7(1) 5659+.
    DOI: http://dx.doi.org/10.4081/pr.2015.5659

  • Jaffee, SR, McFarquhar, T, Stevens, S, Ouellet-Morin, I, Melhuish, E, Belsky, J (2015) “Interactive effects of early and recent exposure to stressful contexts on cortisol reactivity in middle childhood”, Journal of Child Psychology and Psychiatry and Allied Disciplines. 56(2) 138-146.
    DOI: http://dx.doi.org/10.1111/jcpp.12287

  • Jaffee, SR, McFarquhar, T, Stevens, S, Ouellet-Morin, I, Melhuish, E, Belsky, J (2015) “Interactive effects of early and recent exposure to stressful contexts on cortisol reactivity in middle childhood.”, Journal of child psychology and psychiatry, and allied disciplines. 56(2) 138-146.
    DOI: http://dx.doi.org/10.1111/jcpp.12287

  • Sammons, P, Toth, K, Sylva, K, Melhuish, E, Siraj, I, Taggart, B (2015) “The long-term role of the home learning environment in shaping students' academic attainment in secondary school”, Journal of Children's Services. 10(3) 189-201.
    DOI: http://dx.doi.org/10.1108/JCS-02-2015-0007

  • Barnes, J, Gardiner, J, Sutcliffe, A, Melhuish, E (2014) “The parenting of preschool children by older mothers in the United Kingdom”, European Journal of Developmental Psychology. 11(4) 397-419.
    DOI: http://dx.doi.org/10.1080/17405629.2013.863728

  • Melhuish, E, Sammons, P, Sylva, K, Siraj-Blatchford, I, Taggart, B (2014) “Home, pre-school and primary school influences upon children’s educational attainment at age 11”, Education Policy Analysis Archives. 22 1-26.
    DOI: http://dx.doi.org/10.14507/epaa.v22.1893

  • Baker, W, Sammons, P, Siraj-Blatchford, I, Sylva, K, Melhuish, EC, Taggart, B (2014) “Aspirations, education and inequality in England: insights from the Effective Provision of Pre-school, Primary and Secondary Education Project”, OXFORD REVIEW OF EDUCATION. 40(5) 525-542.
    DOI: http://dx.doi.org/10.1080/03054985.2014.953921

  • Sutcliffe, AG, Melhuish, E, Barnes, J, Gardiner, J (2014) “Health and development of children born after assisted reproductive technology and sub-fertility compared to naturally conceived children: data from a national study.”, Pediatric reports. 6(1) 5118+.
    DOI: http://dx.doi.org/10.4081/pr.2014.5118

  • Barnes, J, Aistrop, D, Allen, E, Barlow, J, Elbourne, D, Macdonald, G, Melhuish, E, Petrou, S, Pink, J, Snowdon, C, Spiby, H, Stuart, J, Sturgess, J (2013) “First steps: study protocol for a randomized controlled trial of the effectiveness of the Group Family Nurse Partnership (gFNP) program compared to routine care in improving outcomes for high-risk mothers and their children and preventing abuse.”, Trials. 14 285+.
    DOI: http://dx.doi.org/10.1186/1745-6215-14-285

  • Melhuish, E, Tradução, MK (2013) “Longer-term effects of early childhood education & care: Evidence and policy”, Cadernos de Pesquisa. 43(148) 124-149.
    DOI: http://dx.doi.org/10.1590/S0100-15742013000100007

  • Basatemur, E, Gardiner, J, Williams, C, Melhuish, E, Barnes, J, Sutcliffe, A (2013) “Maternal prepregnancy BMI and child cognition: a longitudinal cohort study.”, Pediatrics. 131(1) 56-63.
    DOI: http://dx.doi.org/10.1542/peds.2012-0788

  • Busch, V, Van Stel, HF, De Leeuw, JR, Melhuish, E, Schrijvers, AJ (2013) “Multidisciplinary integrated Parent and Child Centres in Amsterdam: a qualitative study.”, International journal of integrated care. 13 e013+.

  • Hall, J, Sylva, K, Sammons, P, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2013) “Can preschool protect young children's cognitive and social development? Variation by center quality and duration of attendance”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 24(2) 155-176.
    DOI: http://dx.doi.org/10.1080/09243453.2012.749793

  • Melhuish, E, Quinn, L, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2013) “Preschool affects longer term literacy and numeracy: Results from a general population longitudinal study in Northern Ireland”, School Effectiveness and School Improvement. 24(2) 234-250.
    DOI: http://dx.doi.org/10.1080/09243453.2012.749796

  • Sammons, P, Hall, J, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2013) “Protecting the development of 511-year-olds from the impacts of early disadvantage: the role of primary school academic effectiveness”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 24(2) 251-268.
    DOI: http://dx.doi.org/10.1080/09243453.2012.749797

  • Oberklaid, F, Baird, G, Blair, M, Melhuish, E, Hall, D (2013) “Children's health and development: approaches to early identification and intervention.”, Archives of disease in childhood. 98(12) 1008-1011.
    DOI: http://dx.doi.org/10.1136/archdischild-2013-304091

  • Sylva, K, Sammons, P, Chan, LLS, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2013) “The effects of early experiences at home and pre-school on gains in English and mathematics in primary school: a multilevel study in England”, ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT. 16(2) 277-301.
    DOI: http://dx.doi.org/10.1007/s11618-013-0364-6

  • Melhuish, E, Quinn, L, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2013) “Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland”, SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. 24(2) 234-250.
    DOI: http://dx.doi.org/10.1080/09243453.2012.749796

  • Sutcliffe, A, Barnes, J, Belsky, J, Gardiner, J, Melhuish, E (2012) “Health of children born to older mothers in the UK”, Archives of Disease in Childhood. 97(Suppl 1) A98.2-A99.
    DOI: http://dx.doi.org/10.1136/archdischild-2012-301885.233

  • Sutcliffe, AG, Barnes, J, Belsky, J, Gardiner, J, Melhuish, E (2012) “The health and development of children born to older mothers in the United Kingdom: observational study using longitudinal cohort data.”, BMJ (Clinical research ed.). 345 e5116+.
    DOI: http://dx.doi.org/10.1136/bmj.e5116

  • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2011) “Pre-school quality and educational outcomes at age 11: Low quality has little benefit”, Journal of Early Childhood Research. 9(2) 109-124.
    DOI: http://dx.doi.org/10.1177/1476718X10387900

  • Taggart, B, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I (2011) “The power of pre-school: Evidence from the Eppe project”, Cadernos de Pesquisa. 41(142) 68-99.
    DOI: http://dx.doi.org/10.1590/S0100-15742011000100005

  • Anders, Y, Sammons, P, Taggart, B, Sylva, K, Melhuish, E, Siraj-Blatchford, I (2011) “The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10”, BRITISH EDUCATIONAL RESEARCH JOURNAL. 37(3) 421-441.
    DOI: http://dx.doi.org/10.1080/01411921003725338

  • Barnes, J, Belsky, J, Frost, M, Melhuish, E (2011) “Neighborhood characteristics and mental health: the relevance for mothers of infants in deprived English neighborhoods.”, Social psychiatry and psychiatric epidemiology. 46(12) 1243-1249.
    DOI: http://dx.doi.org/10.1007/s00127-010-0298-8

  • Melhuish, EC (2011) “Education. Preschool matters.”, Science (New York, N.Y.). 333(6040) 299-300.
    DOI: http://dx.doi.org/10.1126/science.1209459

  • Daglar, M, Melhuish, E, Barnes, J (2011) “Parenting and preschool child behaviour among Turkish immigrant, migrant and non-migrant families”, European Journal of Developmental Psychology. 8(3) 261-279.
    DOI: http://dx.doi.org/10.1080/17405621003710827

  • Melhuish, E, Belsky, J, Barnes, J (2010) “Evaluation and value of Sure Start.”, Archives of disease in childhood. 95(3) 159-161.
    DOI: http://dx.doi.org/10.1136/adc.2009.161018

  • Hall, JE, Sammons, P, Sylva, K, Melhuish, E, Taggart, B, Siraj-Blatchford, I, Smees, R (2010) “Measuring the combined risk to young children's cognitive development: an alternative to cumulative indices.”, The British journal of developmental psychology. 28(Pt 2) 219-238.
    DOI: http://dx.doi.org/10.1348/026151008X399925

  • Hall, J, Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2009) “The role of pre-school quality in promoting resilience in the cognitive development of young children”, OXFORD REVIEW OF EDUCATION. 35(3) 331-352.
    DOI: http://dx.doi.org/10.1080/03054980902934613

  • Belsky, J, Leyland, A, Barnes, J, Melhuish, E (2009) “Sure start in England.”, Lancet (London, England). 373(9661) 381+.
    DOI: http://dx.doi.org/10.1016/S0140-6736(09)60132-X

  • Melhuish, E, Belsky, J, Leyland, AH, Barnes, J (2008) “Effects of fully-established Sure Start Local Programmes on 3-year-old children and their families living in England: a quasi-experimental observational study.”, Lancet (London, England). 372(9650) 1641-1647.
    DOI: http://dx.doi.org/10.1016/S0140-6736(08)61687-6

  • Melhuish, EC, Phan, MB, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2008) “Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school”, JOURNAL OF SOCIAL ISSUES. 64(1) 95-114.
    DOI: http://dx.doi.org/10.1111/j.1540-4560.2008.00550.x

  • Belsky, J, Melhuish, E, Barnes, J (2008) “Research and Policy in Developing an Early Years’ Initiative: The Case of Sure Start”, International Journal of Child Care and Education Policy. 2(2) 1-13.
    DOI: http://dx.doi.org/10.1007/2288-6729-2-2-1

  • Siraj-Blatchford, I, Taggart, B, Sylva, K, Sammons, P, Melhuish, E (2008) “Towards the transformation of practice in early childhood education: The effective provision of pre-school education (EPPE) project”, Cambridge Journal of Education. 38(1) 23-36.
    DOI: http://dx.doi.org/10.1080/03057640801889956

  • Melhuish, EC, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B, Phan, MB, Malin, A (2008) “The early years. Preschool influences on mathematics achievement.”, Science (New York, N.Y.). 321(5893) 1161-1162.
    DOI: http://dx.doi.org/10.1126/science.1158808

  • Melhuish, E, Belsky, J, Anning, A, Ball, M, Barnes, J, Romaniuk, H, Leyland, A (2007) “Variation in community intervention programmes and consequences for children and families: the example of Sure Start Local Programmes.”, Journal of child psychology and psychiatry, and allied disciplines. 48(6) 543-551.
    DOI: http://dx.doi.org/10.1111/j.1469-7610.2007.01705.x

  • Melhuish, EC (2007) “Parenting training improves problem behaviour in children at risk of conduct disorder: Commentary”, Evidence-Based Mental Health. 10(4) 125+.
    DOI: http://dx.doi.org/10.1136/ebmh.10.4.125

  • Belsky, J, Melhuish, E, Barnes, J, Leyland, AH, Romaniuk, H (2006) “Effects of Sure Start local programmes on children and families: early findings from a quasi-experimental, cross sectional study.”, BMJ (Clinical research ed.). 332(7556) 1476+.
    DOI: http://dx.doi.org/10.1136/bmj.38853.451748.2F

  • Taggart, B, Sammons, P, Smees, R, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Elliot, K, Lunt, I (2006) “Early identification of special educational needs and the definition of 'at risk': The Early Years Transition and Special Educational Needs (EYTSEN) Project”, British Journal of Special Education. 33(1) 40-45.
    DOI: http://dx.doi.org/10.1111/j.1467-8578.2006.00410.x

  • Sylva, K, Siraj-Blatchford, I, Taggart, B, Sammons, P, Melhuish, E, Elliot, K, Totsika, V (2006) “Capturing quality in early childhood through environmental rating scales”, EARLY CHILDHOOD RESEARCH QUARTERLY. 21(1) 76-92.
    DOI: http://dx.doi.org/10.1016/j.ecresq.2006.01.003

  • Barnes, J, Belsky, J, Broomfield, KA, Melhuish, E (2006) “Neighbourhood deprivation, school disorder and academic achievement in primary schools in deprived communities in England”, International Journal of Behavioral Development. 30(2) 127-136.
    DOI: http://dx.doi.org/10.1177/0165025406063585

  • Barnes, J, Belsky, J, Broomfield, KA, Dave, S, Frost, M, Melhuish, E (2005) “Disadvantaged but different: variation among deprived communities in relation to child and family well-being.”, Journal of child psychology and psychiatry, and allied disciplines. 46(9) 952-962.
    DOI: http://dx.doi.org/10.1111/j.1469-7610.2004.00392.x

  • Tunstill, J, Allnock, D, Akhurst, S, Garbers, C, Anning, A, Ball, M, Barnes, J, Belsky, J, Botting, B, Frost, M, Kurtz, Z, Leyland, A, Meadows, P, Melhuish, E, Tunstill, J (2005) “Sure start local programmes: Implications of case study data from the national evaluation of sure start”, Children and Society. 19(2) 158-171.
    DOI: http://dx.doi.org/10.1002/chi.864

  • Sammons, P, Siraj-Blatchford, I, Sylva, K, Melhuish, E, Taggart, B, Elliot, K (2005) “Investigating the effects of pre-school provision: Using mixed methods in the EPPE research”, International Journal of Social Research Methodology: Theory and Practice. 8(3) 207-224.
    DOI: http://dx.doi.org/10.1080/13645570500154840

  • Sammons, P, Elliot, K, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B (2004) “The impact of pre-school on young children's cognitive attainments at entry to reception”, British Educational Research Journal. 30(5) 691-712.
    DOI: http://dx.doi.org/10.1080/0141192042000234656

  • Pellegrini, AD, Melhuish, E, Jones, I, Trojanowska, L, Gilden, R (2002) “Social contexts of learning literate language the role of varied, familiar, and close peer relationships”, Learning and Individual Differences. 12(4) 375-389.

  • Melhuish, EC (2001) “The quest for quality in early day care and preschool experience continues”, International Journal of Behavioral Development. 25(1) 1-6.
    DOI: http://dx.doi.org/10.1080/01650250042000492

  • Hipwell, AE, Goossens, FA, Melhuish, EC, Kumar, R (2000) “Severe maternal psychopathology and infant-mother attachment.”, Development and psychopathology. 12(2) 157-175.
    DOI: http://dx.doi.org/10.1017/S0954579400002030

  • Basatemur, E, Melhuish, EC, Belsky, J, Barnes, J, Sutcliffe, A “Relationships between children’s cognitive performance and maternal and childhood obesity status”, Longitudinal and Life Course Studies. 1(3-Supplement)(129)

  • Anning, A, Ball, M, Belsky, J, Melhuish, EC “Predicting impact in an Early Years intervention: the design of a tool using qualitative and quantitative approaches”, Journal of Children’s Services. 2(3) 27-42.
    DOI: http://dx.doi.org/10.1108/17466660200700024

  • Sammons, P, Sylva, K, Siraj-Blatchford, I, Melhuish, EC, Taggart, B “Is public investment in the early years worthwhile?”, Early Education. (54) 3-4.

  • Melhuish, E, Sammons, PM, Sylva, K, Siraj-Blatchford, I, Taggart, B “Home, Pre-school and Primary school influences upon children’s educational attainment at age 11”, Revista de Política Educativa.

  • Melhuish, E, Sammons, PM, Sylva, K, Siraj-Blatchford, I, Taggart, B “Las influences del hogar, el pre-escolar y la escuela primaria sobre el rendimiento educativo a los once años del niño”, Revista de Politica Educativa. 3 63-92.

  • Sammons, PM, Anders, Y, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Barreau, S “Children’s cognitive attainment and progress in English primary schools during Key Stage 2: investigating the potential continuing influences of pre-school education”, Zeitschrift für Erziehungswissenschaft. (Special Issue 11/2008) 179-198.

  • Taggart, B, Siraj-Blatchford, I, Sylva, K, Melhuish, E, Sammons, PM “Influencing policy and practice through research on early childhood education”, International Journal of Early Childhood Education. 14(2) 7-21.

  • Siraj-Blatchford, I, Mayo, A, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K “The learning life course of at ‘risk’ children aged 3-16: Perceptions of students and parents about ‘succeeding against the odds’”, Scottish Educational Review. 14(2) 5-17.

  • Louca-Papaleontiou, E, Melhuish, EC, Philaretou, A “Introspective Abilities in preschool children”, Asian Transactions on Basic & Applied Sciences. (2) 14-30.

Internet publication

Reports

  • Melhuish, EC (2016) Provision of quality early childcare services: Synthesis Report. Brussels: European Commission.

  • Sammons, P, Toth, K, Sylva, K, Melhuish, EC, Siraj, I, Taggart, BL (2015) Pre-school and early home learning effects on A-level outcomes: Effective Pre-school, Primary & Secondary Education Project (EPPSE). London: DfE.

  • Sammons, PM, Toth, K, Sylva, K, Melhuish, E, Siraj, I, Taggart, B (2015) Pre-school and Early Home Learning Environment Effects on A-level Outcomes, DfE Research Report 472a and 472b (Technical Report). London: DfE.

  • Sammons, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Toth, K, Smees, R (2014) Influences on students’ GCSE attainment and progress at age 16: Effective pre-school, primary and secondary education project (EPPSE). London: DfE.

  • Sammons, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Toth, K, Smees, R (2014) Influences on students’ GCSE attainment and progress at age 16: Effective pre-school, primary and secondary education project (EPPSE). London: DfE.

  • Sylva, K, Melhuish, EC, Sammons, P, Siraj, I, Taggart, B, Smees, R, Welcomme, W, Hollingworth, K (2014) Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE). London: DfE.

  • Sylva, K, Melhuish, EC, Sammons, P, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W, Hollingworth, K (2014) Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE). London: DfE.

  • Sammons, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+: Students’ views of school in Key Stage4 at age 16. London: Institute of Education.

  • Sammons, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Influences on students’ dispositions and well-being in Key Stage 4 at age 16. London: Institute of Education.

  • Siraj, I, Hollingsworth, K, Taggart, B, Sammons, P, Melhuish, EC, Sylva, K (2014) Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Report on students who are not in Education, Employment or Training (NEET). London: Institute of Education.

  • Sammons, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Smees, R, Toth, K (2014) Influences on students’ social-behavioural development at age 16: Effective pre-school, primary and secondary education project (EPPSE). London: DfE.

  • Taggart, B, Sammons, P, Siraj, I, Sylva, K, Melhuish, EC, Toth, K, Smees, R, Hollingworth, K, Welcomme, W (2014) Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Post 16 destinations. London: Institute of Education.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Influences on student's social-behavioural development at age 16. London: Institute of Education and DfE.

  • Sylva, K, Sammons, PM, Melhuish, E, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Students' educational and developmental outcomes at age 16: Final Report from Key Stage 4. London: DfE.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj, I, Taggart, B, Toth, K, Smees, R (2014) Influences on students' GCSE attainment and progress at age 16. London: DfE.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Influences on students' dispositions and well-being in Key Stage 4 age 16. London: Institute of Education & Department of Education.

  • Taggart, B, Sammons, PM, Siraj, I, Sylva, K, Melhuish, E, Toth, K, Smees, R, Hollingworth, K, Welcomme, W (2014) Post age 16 destinations. London: Institute of Education & Department of Education.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj, I, Taggart, B, Smees, R, Toth, K, Welcomme, W (2014) Students' views of school in Key Stage 4 age 16. London: Institute of Education & Department of Education.

  • Siraj, I, Hollingworth, K, Taggart, B, Sammons, PM, Melhuish, E, Sylva, K (2014) Report on students who are not in Education, Employment or Training (NEET). London: Institute of Education & Department of Education.

  • Sammons, P, Sylva, K, Melhuish, EC, Siraj, I, Taggart, B, Smees, R, Toth, K (2014) Influences on students’ social-behavioural development at age 16: Effective pre-school, primary and secondary education project (EPPSE). London: DfE.

  • Currie, C, Dyson, A, Eisenstadt, N, Jensen, BB, Melhuish, EC (2013) A good start for every child: Final report of the Early Years, Family and Education Task Group for the WHO European review of social determinants of health and the health divide. Copenhagen: WHO Europe.

  • Jensen, BB, Currie, C, Dyson, A, Eisenstadt, N, Melhuish, EC (2013) European review of social determinants and the health divide in the WHO European Region. Copenhagen: WHO Regional Office for Europe.

  • Sylva, K, Melhuish, EC, Sammons, P, Siraj-Blatchford, I, Taggart, B (2012) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14) – Final Report from the Key Stage 3 Phase: Influences on Students’ Development form age 11-14. London: Department for Education.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Toth, K, Draghici, D, Smees, R (2012) Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Influences on students’ attainment and progress in Key Stage 3: Academic outcomes in English, maths and science in Year 9. London: Department for Education.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Smees, R, Draghici, D, Toth, K (2012) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): Influences on students’ dispositions in Key Stage 3: Exploring Enjoyment of school, Popularity, Anxiety, Citizenship Values and Academic self-concept in Year 9. London: Department for Education.

  • Melhuish, EC (2012) The impact of Sure Start Local Programmes on seven year olds and their families. London: Department of Education.

  • Sylva, K, Melhuish, EC, Sammons, P, Siraj-Blatchford, I, Taggart, B (2012) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14) – Final Report from the Key Stage 3 Phase: Influences on Students’ Development form age 11-14. London: Department of Education.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Draghici, D, Smees, R, Toth., K (2012) Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Influences on students’ development in Key Stage 3: Social-behavioural outcomes in Year 9.. Londoon: Department for Education.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Draghici, D, Smees, R, Toth, K (2011) Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Influences on students’ development in Key Stage 3: Social-behavioural outcomes in Year 9. London: Department for Education.

  • Siraj-Blatchford, I, Mayo, A, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study – Brief. London: Department of Education.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Smees, R, Draghici, D, Toth, K (2011) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): Influences on students’ dispositions in Key Stage 3: Exploring Enjoyment of school, Popularity, Anxiety, Citizenship Values and Academic self-concept in Year 9.. London: Institute of Education and Department for Education.

  • Meadows, P, Melhuish, EC (2011) National evaluation of Sure Start local programmes: An economic perspective. London: Department for Education.

  • Siraj-Blatchford, I, Shepard, D-L, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of classroom practice from the EPPSE 3-16 longitudinal study. London: Department of Education.

  • Melhuish, EC (2011) Early Years Experience and Longer-term child development: Research and implications for policymaking. Paris: OECD.

  • Sammons, PM, Sylva, K, Siraj-Blatchford, I, Taggart, B, Smees, R, Draghici, D, Toth, K (2011) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14): Students’ Reports of Their Experiences of School in Year 9. London: Institute of Education and Department for Education.

  • Siraj-Blatchford, I, Mayo, A, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study. London: Department for Education.

  • Siraj-Blatchford, I, Shepherd, D-L, Melhuish, EC, Taggart, B, Sammons, P, Sylva, K (2011) Effective Primary Pedagogical Strategies in English and Mathematics in Key Stage 2: A study of Year 5 classroom practice from the EPPSE 3-16 longitudinal study. London: Department of Education.

  • Melhuish, EC (2010) The impact of Sure Start Local Programmes on five year olds and their families. London: Department for Education.

  • Melhuish, EC, Belsky, J, MacPherson, K, Cullis, A (2010) The quality of group childcare settings used by 3-4 year old children in Sure Start local programme areas and the relationship with child outcomes. London: Department for Education.

  • Melhuish, EC, Quinn, L, Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B (2010) Pre-school Experience and Key Stage 2 performance in English and Mathematics. Belfast: Department for Education, Northern Ireland.

  • Melhuish, EC (2010) Impact of the Home Learning Environment on Child Cognitive Development: Secondary Analysis of Data from ‘Growing Up in Scotland’. Ediburgh: The Scottish Government.

  • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Jelicic, H, Barreau, S, Grabbe, Y, Smees, R (2008) Relationships between pupils’ self-perceptions, views of primary school and their development in Year 5. London: Institute of Education, University of London.

  • Sammons, P, Sylva, K, Siraj-Blatchford, I, Taggart, B, Smees, R, Melhuish, E (2008) Influences on pupils’ self-perceptions in primary school: enjoyment of school, anxiety and isolation, and self-image in Year 5. London: Institute of Education, University of London.

  • Sylva, K, Melhuish, E, Sammons, P, Taggart, B, Siraj-Blatchford, I, Hunt, S, Barreau, S, Welcomme, W (2008) Tracking and mobility over the pre-school and primary school period: Evidence from EPPE 3-11. London: Institute of Education, University of London.

  • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Jelicic, H (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s development and progress in Key Stage 2: social/behavioural outcomes in Year 6. Nottingham: DCSF Publications.

  • Evangelou, M, Taggart, B, Sylva, K, Melhuish, E, Sammons, P (2008) Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14). What Makes a Successful Transition from Primary to Secondary School?. Nottingham: DCSF Publications.

  • Sammons, P, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Hunt, S (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s attainment and progress in Key Stage 2: cognitive outcomes in Year 6. Nottingham: DCSF Publications.

  • Sylva, K, Sammons, P, Siraj-Blatchford, I, Taggart, B, Smees, R, Melhuish, E (2008) Exploring pupils’ views of primary school in Year 5. London: Institute of Education, University of London.

  • Sammons, P, Sylva, K, Melhuish, EC, Siraj-Blatchford, I, Barreau, S, Grabbe, Y (2008) The Influence of School and Teaching Quality on Children’s Progress in Primary School. Nottingham: DCSF.

  • Sammons, PM, Sylva, K, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Hunt, S, Jelicic, H (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s cognitive and social development in Year 6. London: DCSF Publications.

  • Sammons, P, Sylva, K, Melhuish, EC, Siraj-Blatchford, I, Taggart, B, Jelicic, H, Smees, R, Barreau, S, Grabbe, Y (2008) “Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Pupils’ self-perceptions and views of primary school in Year 5”, In: DCSF Research Brief. Nottingham: DCSF.

  • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2008) Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Final report from the primary phase: Pre-school, school and family Influences on children’s development during Key Stage 2 (age 7-11). Nottingham: DCSF Publications.

  • Sylva, K, Sammons, P, Taggart, B, Siraj-Blatchford, I, Melhuish, E, Hall, J (2006) “Tracking children with SEN through the Early Years: Can education make a difference?”, In: The Vernon-Wall Lecture for the annual meeting of the Education Section of the British Psychological Society. British Psychological Society.

  • Sylva, K, Sammons, P, Smees, R, Taggart, B, Melhuish, E, Siraj-Blatchford, I, Elliot, K (2004) Special Educational Needs in the Early Primary Years: Primary School entry up to the end of year 1. DfES Publications.

  • Sylva, K, Sammons, P, Taggart, B, Smees, R, Melhuish, E, Siraj-Blatchford, I, Elliot, K (2004) The Early Years Transition & Special Educational Needs (EYTSEN) Project. DfES Publications.

  • Sylva, K, Sammons, P, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Elliot, K, Marsh, A (2004) The Continuing Effects of Pre-school Education at age 7 Years. DfES/London Institute of Education.

  • Sylva, K, Sammons, P, Melhuish, E, Siraj-Blatchford, I, Taggart, B, Elliot, K, Marsh, A (2004) Report on Year 6 Assessments. DfES/London Institute of Education.

  • Sylva, K, Melhuish, E, Sammons, P, Siraj-Blatchford, I, Taggart, B (2004) Effective Pre-school Education. London: DfES/London Institute of Education.

Other

  • Melhuish, EC (2016) Offre de services de qualité pour la petite enfance: Examen par les pairs en matière de protection sociale et d’inclusion sociale 2015-2016. Résumé, République tchèque. Brussels: European Commission.

  • Melhuish, EC (2016) Discussion Paper: Provision of quality early childcare services. Prepared for the Peer Review in Social Protection and Social Inclusion programme. Brussels: European Commission.

  • Melhuish, EC (2016) Hochwertige Betreuungsangebote für Kleinkinder. Kurzbericht, Tschechische Republik. Brussels: European Commission.

  • Melhuish, EC (2016) Poskytování kvalitních služeb rané péče o děti: Krátká zprává, Česká Republika. Brussels: European Commission.

  • Melhuish, EC (2016) Provision of quality early childcare services: Short Report, Czech Republic. Brussels: European Commission.

  • Melhuish, EC, Ereky-Stevens, K, Petrogiannis, K, Ariescu, A, Penderi, E, Rentzou, K, Tawell, A, Slot, P, Broekhuizen, M, Leserman, P (2015) A review of research on the effects of early childhood Education and Care (ECEC) upon child development. CARE project; Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care (ECEC).

  • Melhuish, EC, Belsky, J, Malin, A (2008) An Investigation of the Relationship between Financial Capability and Psychological Well-being in Mothers of Young Children in Poor Areas in England. FSA Occasional Paper Series. London: Financial Services Authority.(30)

Edward Melhuish 2015 webprofile

Category

  • Department staff

Position

  • Academic Research Leader

Research groups

  • Families, Effective Learning and Literacy (FELL)
  • Rees Centre for Research in Fostering and Education

Publications, books and other work