Professor Kathy Sylva

Kathy Sylva is Honorary Research Fellow and Professor of Educational Psychology at the University of Oxford.

After completing a doctorate in Developmental Psychology at Harvard, she moved to England for post-doctoral research with Jerome Bruner at the University of Oxford Department of Experimental Psychology.   Her research interests fall into two themes.  She has conducted several large-scale studies on the effects of early education and care on children’s development, acting as a lead researcher on the Effective Pre-school and Primary Education study (EPPE/EPPSE) which following 3000 children from pre-school entry to the end of compulsory schooling.   She  co-led  the national Evaluation of Children’s Centres in England, another large scale study on the effects of early childhood services on development.  Her second interest is in parenting programmes aimed at enhancing parents’ capacity to support their child’s learning and behaviour.  She has led three randomised controlled trials to evaluate parenting interventions, the most recent on a parent programme aimed at supporting  early reading near the start of primary school. Currently Kathy is researching the early childhood curriculum across Europe, funded by the EU.

Kathy has published 7 books and 200 papers/chapters/reports on early education/care, early literacy, and ways to support families.  She has was  Specialist Adviser to the UK Parliamentary Select Committee on Education 2000-2009, the Tickell Review of the early childhood curriculum in 2011, and the National College Expert Panel on ‘Standards for Early Years Teachers’ in 2012. In 2014-15 she was specialist advisor to the House of Lords Enquiry into ‘Affordable Childcare’.  She was awarded an OBE in 2008 for services to children and families and in 2014 was awarded the British Education Association’s Nisbett Award for outstanding contribution to educational research. She was elected Fellow of the British Psychological Society and also a Fellow of the Academy of Social Sciences.

Awards and Distinctions

  • OBE 2008, for ‘services to children and families’
  • Honorary Doctorates: University of Gothenburg, 2015, Oxford Brookes University, 2005; Open University, 2002
  • Elected (Full) Fellow of the British Psychological Society, 2006
  • Fellow, Academy of Social Sciences, 2004

Download Kathy’s CV.

Publications

Books

  • Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2011). Assessing Quality in the Early Years.  New York: Teachers College Press.
  • Sylva, K., Melhuish,E., Sammons, P., Siraj-Blatchford, I. and Taggart,  B. (Eds.) (2010). Early childhood matters: evidence from the Effective Preschool and Primary Education Project. Oxford: Routledge.
  • Sylva, K. & Stevenson, J. (Eds.) (1997). Assessing Children’s Social Behaviour and Competence.  Slough: NFER Nelson.
  • Sylva, K. & Lunt, I. (1982). Child Development: A First Course. Oxford: Blackwell.
  • Sylva, K., Roy, D., & Painter, M. (1980). Childwatching at Playgroup and Nursery School.  Oxford: Blackwell.
  • Bruner, J., Jolly, A., & Sylva, K. (Eds.) (1976). Play: Its Role in Development and Evolution. London: Penguin.  Republished by Basic Books, 1980.

Refereed Journal Articles

  • Bhutta, S. M., & Sylva, K. (2015). Health education classroom practices in primary schools: An observational study from Pakistan. Global Journal of Health Education and Promotion16(2), 74.
  • Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G. & Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012. Oxford Review of Education, (ahead-of-print), 1-16.
  • Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. L. (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.
  • Sylva, K. (2014). The role of families and pre-school in educational disadvantage. Oxford Review of Education, 40, 680-695.
  • Baker, W., Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E. C., & 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 Education40(5), 525-542.
  • Chan. L. L. S. and Sylva. K. (2014). Exploring emergent literacy development in a second language: A selective literature review and conceptual framework for research. Journal of Early Childhood and Literacy, 0 (0), 1-34.
  • Mathers, S, Sylva, K, Eisenstadt, N., Ereky-Stevens, K and Soukakou, E (2014) Supporting early learning for children under three: research and practice.  Journal of Children’s Services.
  • Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P. & Sylva, K. (2013). The learning life course of at ‘risk’ children aged 3-16: Perceptions of students and parents about ‘succeeding against the odds’. Scottish Educational Review, 45 (2). 5-17.
  • Hall, J., Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I. and 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.
  • Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I. and 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.
  • Sammons, P., Hall, J., Sylva, K., Melhuish, E., Siraj-Blatchford, I. and Taggart, B. (2013). Protecting the development of 5-11 year olds from the impacts of early disadvantage: the role of primary school academic effectiveness. School Effectiveness and School Improvement, 24 (2). 251-268.
  • Stein, A., Malmberg, L. E., Leach, P., Barnes, J., & Sylva, K. (2013). The influence of different forms of early childcare on children’s emotional and behavioural development at school entry. Child: care, health and development, 39(5), 676-687.
  • Sylva, K., Sammons, P., Chan, L.S., Melhuish, E., Siraj-Blatchford, I. And 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 für Erziehungswissenschaft, 16, 277-301.
  • Evangelou, M., Coxon, K., Sylva, K., Smith, S., Chan, L.L.S.  (2013). Seeking to Engage ‘Hard-to-Reach’ Families: Towards a Transferable Model of Intervention. Children and Society, 27 (2). 127-138.
  • Nayak, G. and Sylva, K. (2013) The effects of a guided reading intervention on reading comprehension:  a study on young Chinese learners of English in Hong Kong.  The Lanugage Learning Journal 41(1) 85-103.
  • Goff. J., Evangelou. M. and Sylva, K. (2012). Enhancing parents’ ways of supporting their children’s early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project. Zeitschrift für Familienforschung, 24 (2). 160-177.
  • Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, S. and Taggart, B. (2012). Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland. School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice. Special Issue: Educational effectiveness approaches in early childhood research across Europe, 24 (2). 234-250.
  • Nunes, T., Bryant, P., Barros, R. and Sylva, K. (2012). The relative importance of two different mathematical abilities to mathematical achievement. British Journal of Educational Psychology, 82 (1). 136-156.
  • Scott, S., Sylva, K., Beckett, C., Kallitsoglou, A., Doolan, M., & Ford, T. (2012). Should parenting programmes to improve children’s life chances address child behaviour, reading skills, or both? Rationale for the Helping Children Achieve trial. European Journal of Developmental Psychology9(1), 47-60.
  • Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L-E., & the FCCC Team. (2011). Effects of early child-care on cognition, language, and task-related behaviours at 18 months: An English study. British Journal of  Developmental Psychology, 29 (1). 18-45.
  • 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.
  • Dearden, L, Sibieta, L & Sylva, K. (2011) The socio-economic gradient in early childhood outcomes: evidence from the Millennium Cohort Study. Journal of Life Course Studies. (2) 19-40.
  • Malmberg, L., Mwaura P., & Sylva, K. (2011). Effects of a pre-school intervention on cognitive development among East-African pre-school children: a flexibly time-coded growth model. Early Child Research Quarterly, 26 (1). 124-133.
  • Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L-E., & the FCCC team (2011). Effects of early child care on cognition, language and task related behaviours at 18 months: An English study. British Journal of Developmental Psychology, 29, 18-45.
  • 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.
  • Anders, Y., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., & Siraj-Blatchford, I. (2010). 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 (iFirst article), 1-21.
  • Barnes, J., Leach, P., Malmberg, L-E., Stein, A., Sylva, K., & the FCCC Team. (2010). Experiences of childcare in England and socio-emotional development at 36 months. Early Child Development and Care180, 1215-1229.
  • Yang, T. Y., Sylva, K., & Lunt, I. (2010). Parent support, peer support and peer acceptance in healthy lifestyle for asthma management among early adolescents. Journal for Specialists in Pediatric Nursing, 15, 272-281.
  • Hall, J., Sammons, P., Sylva, K., Melhuish, E., Taggart, B., Siraj-Blatchford, I., & Smees, R. (2010). Measuring the cumulative risk to children’s cognitive development: Confirmatory factor analysis using formative measurement. British Journal of Developmental Psychology, 28, 219-238.
  • Hall, J. E., 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. British Journal of Developmental Psychology, 28(2), 219-238.
  • Scott, S., Sylva, K., Doolan, M., Price, J., Jacobs, B., Crook, C., & Landau, S. (2010). Randomized controlled trial of parent groups for child antisocial behaviour targeting multiple risk factors: the SPOKES project. The Journal of Child Psychology and Psychiatry, 51, 48-57.
  • Yang, T. Y., Lunt, I., & Sylva, K. (2009). Peer stress-related coping activities in young adolescents’ asthma management. Journal of Asthma, 46, 613-617.
  • 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, 331-352.
  • West, A. F., Lewis, S., Ram, B., Barnes, J., Leach, P., Sylva, K., & Stein, A. (2009). Why do some fathers become primary caregivers for their infants? A qualitative study. Child: Care, Health and Development, 35, 208-216.
  • Lewis, S. N., West, A. F., Stein, A., Malmberg, L-E., Bethell, K., Barnes, J., Sylva, K., & Leach, P. (2009). A comparison of father-infant interaction between primary and non-primary care giving fathers. Child: Care, Health and Development, 35, 199-207.
  • Lubans, D. R. & Sylva, K. (2009). Mediators of change following a senior school physical activity intervention. Journal of Science and Medicine in Sport, 12, 134-140.
  • Sammons, P., Anders, Y., Sylva, K., Melhuish, E., 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. Frühpädagogische Förderung in Institutionen [Early Training in Institutions]. Zeitschrift für Erziehungswissenschaft,  11, 179-198.
  • Taggart, B., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & Sammons, P. (2008). Influencing policy and practice through research on early childhood education. International Journal of Early Childhood Education, 14 (2), 7-21.
  • Stein, A., Malmberg., Sylva, K., Barnes, J., Leach, P., & the FCCC team (2008) The influence of maternal depression, caregiving, and socio-economic status in the post-natal year on children’s language development. Child: care, health and development, 34, 603-612.
  • Sylva, K., Scott, S., Totsika, V., Ereky-Stevens, K., & Crook, C. (2008). Training parents to help their children read: A randomised control trial. British Journal of Educational Psychology, 78, 435-455.
  • Lubans, D. R., Sylva, K., & Osborn, Z. (2008). Convergent validity and test-retest reliability of the Oxford Physical Activity Questionnaire for secondary school students. Behaviour Change, 25, 23-34.
  • Siraj-Blatchford, I., Sylva, K., Taggart, B., 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, 23-36.
  • Melhuish, E, Sylva, K., Siraj-Blatchford, I., Taggart, B., & Phan, M. (2008). Effects of the Home Learning Environment and pre-school center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64, 95-114.
  • Melhuish, E. C., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M., & Malin, A. (2008). Preschool influences on mathematics achievement. Science, 321(5893), 1161-1162.
  • Mwaura, P., Sylva, K., & Malmberg, L-E. (2008). Evaluating the Madrasa pre-school programme in East Africa: A quasi experimental study. International Journal of Early Years Education.
  • Townsend, M. S., Sylva, K., Martin, A., Metz, D., & Wooten-Swanson, P. (2008). Improving readability of an evaluation tool for low-income clients using visual information processing theories. Journal of nutrition education and behavior40(3), 181-186.
  • Barnes, J., Ram, B., Leach, P., Altmann, L., Sylva, K., Malmberg, L. E., … & Team, T. F. (2007). Factors associated with negative emotional expression: a study of mothers of young infants. Journal of reproductive and infant psychology25(2), 122-138.
  • Leach, P., Barnes, J., Malmberg, L-E., Sylva, K., Stein, A., & the FCCC team. (2007). The quality of different types of child care at 10 and 18 months: a comparison between types and factors related to quality. Early Child Development and Care, 178, 177-209.Mathers S., Linskey F., Seddon J., & Sylva K. (2007). Using quality rating scales for professional development: experiences from the UK. International Journal of Early years Education, 15, 261-274.
  • Malmberg, L.E., Stein, A., West, A., Lewis, S., Barnes, J., Leach, P., & Sylva, K. (2007). Parent-infant interaction: a growth model approach. Infant Behaviour and Development, 30, 615-630.
  • Nath, S. & Sylva, K. (2007). Children’s access to pre-school education in Bangladesh. International Journal of Early Years Education, 15, 275-295.
  • Sylva, K., Taggart, B., Siraj-Blatchford, I., Totsika, V., Ereky-Stevens, K., Gilden, R., & Bell, D. (2007). Curricular quality and day-to-day learning activities in pre-school. International Journal of Early Years Education, 15, 49-65.
  • Siraj-Blatchford, I., Milton, E., Sylva, K., Laugharne, J., and Charles, F. (2007). Developing the Foundation Phase for 3-7 year-olds in Wales. The Welsh Journal of Education, 14 (1), 43-68.
  • Evangelou, M. and Sylva, K. (2007). Evidence on Effective Early Childhood Interventions from the United Kingdom: An Evaluation of the Peers Early Education Partnership (PEEP). Early Childhood Research and Practice, 9 (1): Spring 2007.
  • Hurry, J. & Sylva, K Journal. (2007). Long term outcomes of reading interventions. Journal of Research in Reading, 30 (2), 1–22.
  • Lubans, D. & Sylva, K. (2007). Mediators of change following a senior school physical activity intervention. Journal of Science and Medicine in Sport [online ahead of publication].
  • Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L-E., & the FCCC team. (2007). Family and child factors related to the use of infant care: an English study. Early Childhood Research Quarterly, 22, 118-136.
  • Sylva, K., Taggart, B., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2007). Changing models of research to inform educational policy. Research Papers in Education, 22 (2), 155-168.
  • Lubans, D. & Sylva, K. (2007). Assessing the physical activity patterns of secondary school students: Reliability and validity of the Oxford Physical Activity Questionnaire (OPAQ). Health Education Research.
  • Lubans, D., Sylva, K., & Morgan, P. (2007). Factors associated with physical activity in a sample of British secondary school students. Australian Journal of Educational & Developmental Psychology, 7, 22-30.
  • Barnes, J., Altmann, L., Ram, B., Stein, A., Leach, P., Sylva, K., Malmberg, L-E., & the FCCC team. (2006). Factors associated with negative emotional expression: A study of mothers of young infants. Journal of Reproductive and Infant Psychology, 25 (2), 122-138.
  • Barnes, J., Leach, P., Sylva, K., Stein, A., & Malmberg, L. E. & the Families, Children and Child Care team. (2006). Infant care in England: mothers’ aspirations, experiences, satisfaction and caregiver relationships. Early Child Development and Care176(5), 553-573.
  • Siraj-Blatchford, I., Sammons, P., Sylva, K., Melhuish, E., & Taggart, B. (2006). Educational Research and Evidence-based Policy: The Mixed Method Approach of the EPPE project.  Evaluation and Research in Education, 19 (2), 63-82.
  • Leach, P., Barnes, J., Nichols, M., Goldin, J., Stein, A., Sylva, K., Malmberg, L-E., & the FCCC team. (2006). Child care before 6 months of age: A qualitative study of mothers’ decisions and feelings about employment and non-maternal care.  Infant and Child Development, 15, 471-502.
  • Lubans, D. & Sylva, K. (2006).  Controlled evaluation of a physical activity intervention for senior school students: Effects of the Lifetime Activity Program.  Journal of Sport and Exercise Psychology, 28, 252-268.
  • Barnes, J., Leach, P., Sylva, K., Stein, A., Malmberg, L-E., & the FCCC team. (2006). Infant care in England: Mothers’ aspirations, experiences, satisfaction and caregiver relationships.  Early Child Development and Care, 176 (5), 553-573.
  • 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.
  • 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 Education Needs (EYTSEN) Project.  British Journal of Special Education, 33 (1), 40-45.
  • 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, 8, 207-224.
  • Sylva, K. & Pugh, G. (2005). Transforming the early years in England. Oxford Review of Education, 31, 11-27.
  • Sammons, P., Elliot, K., Sylva, K., Melhuish, M., Siraj-Blatchford, I., & Taggart, B. (2004). The impact of pre-school on young children’s cognitive attainments at entry to reception.  British Education Research Journal, 30, 691-712.
  • Siraj-Blatchford, I. & Sylva, K. (2004). Researching Pedagogy in English Pre-Schools. British Educational Research Journal, 30, 713-730.
  • Siraj-Blatchford, I., Taggart, B., Sylva, K., Melhuish, E., & Sammons, P. (2004). Effective Pre-School and Primary Education (EPPE 3-11). Primary Practice, 37, 28-30.
  • Totsika, V. & Sylva, K. (2004). The Home Observation for Measurement of the Environment revisited. Child & Adolescent Mental Health Journal, 9 (1), 25-35.
  • MacPherson, K. & Sylva, K. (2002). Parents and parenting in the early years: Research evidence. Education Research Digest, 13-20.
  • Kwan, C. & Sylva, K. (2001). Observations of child behaviours as indicators of child care quality in Singapore. Canadian Journal of Research in Early Childhood Education, 8 (4), 23-37.
  • Sylva, K. (2001). Quality matters, after all: Findings from the Effective Provision of Pre-school Education. Early Childhood Review, 8, 2-11.
  • Sylva, K. (2000). An overview of educational research. Oxford Review of Education, 26, 293-297.
  • Pretzlik, U. & Sylva, K. (1999). Paediatric patients’ distress and coping: A self-report measure. Archives of Disease in Childhood, 81, 525-527.
  • Pretzlik, U. & Sylva, K. (1999). Paediatric patients’ distress and coping: An observational measure. Archives of Disease in Childhood, 81, 528-530.
  • Hadeed, J. & Sylva, K. (1999). Centre care and education in Bahrain: Does it benefit children’s development? Early Child Development and Care, 157, 67-84.
  • Sylva, K., Hurry, J., Mirelman, H., Burrell, A., & Riley, J. (1999). Evaluation of a focused literacy teaching programme in Year 1 reception classes: Classroom observations. British Educational Research Journal, 25, 617-635.
  • Hurry, J., Sylva, K., & Riley, J. (1999). Evaluation of a focused literacy teaching programme in reception and Year 1 classes: Child outcomes. British Educational Research Journal, 25, 637-649.
  • Hadeed, J. & Sylva, K. (1999). Behavioural observations as predictors of children’s social and cognitive progress in day care. Early Child Development and Care, 154, 13-30.
  • Sylva, K. & Evans, E. (1999). Preventing failure at school. Children and Society, 13, 278-286.
  • Sylva, K., Pascal, C., Pugh, G., & Duffy, B. (1999). Frameworks for early learning. Journal of the Royal Society for the Arts, Manufacturers and Commerce, 23-61.
  • Nath, S.R., Sylva, K., & Grimes, J. (1998). The impact of BRAC’s education programme on raising basic education levels for the children of rural Bangladesh. International Review of Education, 45 (1), 5-26.
  • Kwan, C., Sylva, K., & Reeves, B. (1998). Day care quality and child development in Singapore. Early Child Development and Care, 144, 69-77.
  • Hadeed, J., & Sylva, K. (1999). Center Care and Education in Bahrain: Does It Benefit Children’s Development? Early Child Development and Care157(1), 67-87.
  • Sylva, K., Hurry, J., & Peters, S. (1997). Why is reading recovery successful: A Vygotskian critique of an early reading intervention. European Journal of Psychology of Education, 12, 373-384.
  • Sylva, K. (1997). Critical periods in childhood learning. British Medical Bulletin, 53, 185-197.
  • Sylva, K. (1996). Education: Piaget-Vygotsky Centenary Conference. The Psychologist, 9 (8), 370-371.
  • Sylva, K. & Nabuco, M. (1996). Research on quality in the curriculum. International Journal of Early Childhood, 28 (2), 1-6.
  • Hobsbaum, A., Peters, S., & Sylva, K. (1996).  ‘Scaffolding’ in Reading Recovery. Oxford Review of Education, 22, 17-35.
  • Sylva, K. (1995).  The therapeutic value of play. Psychology Review, 1, 2-4.
  • Sylva, K. (1994). School influences on children’s development. Journal of Child Psychology and Psychiatry, 35, 135-170.
  • Sylva, K. & Whitshire, J. (1994). The impact of early learning on children’s later development. British Psychological Society Education Review, 18, 47-55.
  • Doswell, G., Lewis, V., Sylva, K., & Boucher, J. (1994). Validation data on the Warwick Symbolic Play Test.  European Journal of Disorders of Communication, 29, 289-298.
  • Sylva, K. & Wiltshire, J. (1993). The Impact of Early Learning on Children’s Later Development. European Early Childhood Education Research Journal, 1 (1), 17-40.
  • Sylva, K. (1993). Work or play in the nursery? International Journal of Play, 1, 5-15.
  • Sylva, K. (1993). Play in hospital: When and why it’s effective. Current Paediatrics, 3, 247-249.
  • Sylva, K. (1993). Work or Play in the Kindergarten? Singapore Journal of Education, 13, 1, 26-34.
  • Sylva, K. (1992). Quality in early education: Is it worth it? Royal Society for the Arts Journal, 683-690.
  • Sylva, K. (1992). Conversations in the nursery: How they contribute to later motivation and aspirations.  Language and Education, 6, 141-148.
  • Sylva, K. & Ilsley, J. (1992). The High/Scope approach to working with young children. Early Education, 5-7.
  • Sylva, K. & Siraj-Blatchford, I. (1992). The impact of the UK national curriculum on pre-school practice: some ‘top-down’ processes at work. International Journal of Early Childhood, 24, 41-51.
  • Sylva, K. (1992). The impact of pre-school education on later educational motivations and attributions.  Educational and Child Psychology, 9 (2), 9-15.
  • Sylva, K. & David, T. (1990). ‘Quality’ in the under fives provision. Local Government Policy Making, 17, 61-67.
  • Sylva, K., & Stein, A. (1990). Effects of hospitalisation on young children.Journal of Child Psychology and Psychiatry12(1), 3-8.
  • Sylva, K. (1990). Evaluating early education programmes. Early Child Development and Care, 58, 97-107.
  • Sylva, K. (1990). Resilient children. The Psychologist, 3, 244-245.
  • Sylva, K. (1989). Does hospitalisation ‘harm’ children? World Organisation for Early Childhood Education Research Update, 34.
  • Sylva, K. (1989). The contribution of early education to the development of competence. Perspectives, 53-63.
  • Sylva, K. (1989). Does early intervention work? Archives of Disease in Childhood, 64, 1103-1104.
  • Jowett, S. & Sylva, K. (1988). On the right track. Child Education, 12-14.
  • Sylva, K. (1988). Communication and child health: Hospitalisation and chronic illness. Journal of the Royal Society of Medicine, 81, 483.
  • Halsey, A.H. & Sylva, K. (1987). Plowden: History and prospect. Oxford Review of Education, 13, 3-12.
  • Jowett, S. & Sylva, K. (1986). Does kind of pre-school matter? Educational Research, 28, 21-31.
  • Sylva, K. (1986). Some lasting effects of pre-school. Education in the Early Years, 5, 91-97.
  • Moore, E. & Sylva K. (1985). The what and wherefore of nursery record-keeping. British Educational Research Journal, 11, 45-53.
  • Sylva, K. (1984). A hard headed look at the fruits of play. Early Child Care and Development, 15, 171-184.
  • Moore, E. & Sylva, K. (1984). A survey of under fives record-keeping in Great Britain. Educational Research, 26, 115-120.
  • Sylva, K. (1983). Some lasting effects of pre-school. British Psychological Society Education Review, 1, 10-16.

Published Reports

  • Sammons, P., Toth, K., & Sylva, K. (2015). Subject to background: what promotes better achievement for bright but disadvantaged students? The Sutton Trust.
  • Sylva, K., Goff, J., Eisenstadt, N., Smith, T., Hall, J., & Evangelou, M. (2015). Organisation, services and reach of children’s centres. Research Brief 433, Department for Education.
  • Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. L. (2015). The long-term role of the home learning environment in shaping students’ academic attainment in secondary school. Journal of Children’s Services10(3).
  • Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj, I. (2015). Effective pre-school, primary and secondary education project (EPPSE 3-16+): how pre-school influences children and young people’s attainment and developmental outcomes over time. Research Brief 455, Department for Education.
  • Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., & Smees, R. (2014). Students’ views of school in Key Stage 4 age 16. Institute of Education, University of London.
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., Toth, K., … & Welcomme, W. (2012). Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14): Final Report from the Key Stage 3 Phase: Influences on Students’ Development from age 11–14. Research Brief 202, Department for Education.
  • Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J., & Siraj-Blatchford, I. (2011). Evaluation of the Graduate Leader Fund.  Research Report 28, Department of Education.
  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Toth, K., … & Smees, R. (2011). 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. Institute of Education, University of London.
  • Siraj-Blatchford, I., Mayo, A., Melhuish, E. C., Taggart, B., Sammons, P., & Sylva, K. (2011). Performing against the odds: developmental trajectories of children in the EPPSE 3 to 16 study. Research Report 128, Department for Education.
  • Siraj-Blatchford, I., Shepherd, D. L., Melhuish, E., 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 drawn from the EPPSE 3-16 longitudinal study. Research Report 129, Department for Education.
  • Smith, R., Purdon, S., Schneider, V., La Valle, I., Wollny, I., Sylva, K., … & Lloyd, E. (2009). Early education pilot for two year old children: evaluation. Research Report 134, Department for Children School and Families.
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting parents in promoting early learning. Research Report 39, Department for Children School and Families.
  • 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. Research Report 48, Department for Children, Schools and Families.
  • 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 (7-11). Research Report 61, Department for Children, Schools and Families.
  • Smith, T., Smith, G., Coxon, K., Sigala, M., Sylva, K., Mathers, S., … & Sibieta, L. (2007). National evaluation of the Neighbourhood Nurseries Initiative (NNI). Integrated Report. Department for Education and Skills.
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2007). Promoting equality in the early years: Report to the equalities review. University of Wollongong.
  • Melhuish, E., Romaniuk, H., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2006). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): The Effectiveness of Primary Schools in England in Key Stage 2 for 2002, 2003 and 2004. Institute of Education, University of London.
  • Sammons, P., Taggart, B., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & Barreau, S. (2006). Variations in teacher and pupil behaviours in Year 5 classes. Research Brief 817, Department for Education and Skills.
  • Siraj-Blatchford, I., Sylva, K., Laugharne, J., Milton, E., & Charles, F. (2006). Monitoring and Evaluation of the Effective Implementation of the Foundation Phase (MEEIFP) project across Wales. Foundation Stage pilot: first year evaluation report. Welsh Assembly Government.
  • Malmberg, L. E., Davies, B., Walker, J., Barnes, J., Sylva, K., Stein, A., & Leach, P. (2005). The Families, Children and Child Care (FCCC) study in relation to area characteristics: Recruitment and sample description. Retrieved from http://www.familieschildrenchildcare.org/fccc_static_PDFs/fccc_sample_recruit.pdf
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective pre-school education (EPPE) project: Final report. A longitudinal study funded by the DfES 1997–2004.
  • Sammons, P., Taggart, B., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2003). The Early Years Transition & Special Educational Needs (EYTSEN) Project. Research Report 431, Department for Education and Skills.
  • Sylva, K., Taggart, B., Sammons, P., Melhuish, E., & Elliot, K. (2003). Intensive case studies of practice across the foundation stage. Institute of Education, University of London.
  • Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Elliot, K. (2003).Measuring the impact of pre-school on children’s social/behavioral development over the pre-school period. Institute of Education.
  • Siraj-Blatchford, I., & Sylva, K. Muttock. S., Gilden, R., and Bell, D. (2002) Researching Effective Pedagogy in the Early Years. Research Report 365, Department for Education and Skills.
  • Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., McSherry, K., & McCrory, M. (2001). Cognitive and Social/behavioural Development at 3-4 years in Relation to Family Background. Stranmillis Press for EPPNI.
  • Melhuish, E., Sylva, K., Sammons, P., Siraj‐Blatchford, I. & Taggart, B. (1999). Social/behavioural and cognitive development at 3–4 years in relation to family background. Institute of Education.
  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., Dobson, A., Jeavons, M., Lewis, K., Morahan, M. & Sadler, S. (1999). Characteristics of the Effective Provision of Pre-School Education (EPPE) project sample at entry to the study. Department for Education and Skills, Institute of Education, University of London.
  • Sylva, K., Smith, T., Moore, E., & Voluntary Organisations Liaison Council for Under Fives (VOLCUF) (1986). Monitoring the High Scope Training Programme 1984–85. Oxford: Department of Social and Administrative Studies.

Book Chapters

  • Mathers, S., Roberts, F. and Sylva, K. (2014). Quality in early childhood education. In Pugh, G. and Duffy, B. (Ed.) Contemporary Issues in the Early Years (6th Edition). London: Sage Publications.
  • Sylva, K., Chan, L. L. S., Melhuish, E., Sammons, P., Siraj-Blatchford, I. & Taggart, B. (2011). Emergent literacy environments: Home and preschool influences on children’s literacy development. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of Early Literacy Research (pp. 97-117). New York, United States: The Guilford Press.
  • Roberts, F., Mathers, S., Joshi, H., Sylva, K., & Jones, E. (2010). Childcare in the pre-school years. In K. Hansen, H Joshi & S. Dex (Eds.), Children of the 21st Century: the first five years (pp. 131-151). Bristol: The Policy Press.
  • Soucacou, E. and Sylva, K.  (2010)  Developing observation instruments and arriving at inter-rater reliability for a range of contexts and raters.  In The Sage Handbook of Measurement (Eds.) Walford, G, Tucker, E., and Viswanathan, M.  London:  Sage Publications.
  • Sylva, K. & Roberts, F. (2009). Quality in early childhood education: evidence for long-term effects. In G. Pugh & B. Duffy (Eds.), Contemporary Issues in the Early Years (5th ed.) (pp. 47-62). London: Sage Publications.
  • Sylva, K. & Taylor, H. (2006). Effective settings: evidence from research. In Pugh, G. (Ed.) Contemporary Issues in the Early Years (4th Edition). London: Sage.
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2006). The Effective Provision of Preschool Education (EPPE) Project. In J. J. van Kuyk (Ed.), The Quality of Early Childhood Education: Report of a Scientific Conference 2006. Arnhem, The Netherlands: Cito.
  • Sylva, K. & Pugh, G. (2006). Transforming the Early Years in England.  In Walford, G. (Ed.) Education and the Labour Government: An evaluation of two terms.  Abingdon, England: Routledge, 9-25.
  • Sylva, K. (2004). Interventions that work. In Leavitt, L.A. & Hall, D.M.B. (Eds.) Social and Moral Development: emerging evidence on the Toddler Years. Princeton: Johnson & Johnson.
  • Siraj-Blatchford, I., Sylva, K., Taggart, B., Melhuish, E. and Sammons, P. (2005). The Effective Provision of Pre-School Education Project: Findings from the pre-school period’. In E. Hammes-Di Bernardo and S. Hebenstreit-Mulkler (eds), Innovationsprojekt Fruhpadagogik. Professionalitat im Verbund von Praxis, Forschung, Aus-und Weiterbildung (Vol. PFV Jahrbuch 10., pp. 72 – 86). Baltmannsweiler, Germany: Shcneider Verlag Hohengebren GmbH. Baltmannsweiler.
  • Siraj-Blatchford, I., Sylva, K., Taggart, B., Melhuish, E., Sammons, P. and Elliot, K. (2004). ‘The Effective Provision of Pre-School Education Project: Findings from the pre-school period’. In M. Gaspar (ed.), Revista Portuguesa de Pedagogia. Infancia. Familia, communidade e educacao (Vol. Ano 38 – 1, 2 e 3, pp. 203 – 219). Coimbra, Portugal: Faculdade de Psicologia e de Ciencias da Educacao, Universidade De Coimbra.
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. & Elliot, K., (2004). The Effective Provision of Pre-school Education Project – Zu den Auswirkungen vorschulischer Einrichtungen in England. In Faust, G., Gotz, M., Hacker, H., Rossbach (Hrsg.) (Eds.) Anschlussfahige Bildungsprozesse im Elementar- und Primarbereich.
  • Sylva, K. (2003). Adapting the Early Childhood Environment Rating Scale (ECERS) to other countries and cultures. In Copple, C. (Ed.) A World of Difference: readings on teaching young children in a diverse society. Washington DC: National Association for the Education of Young Children.
  • Walker-Hall, J. & Sylva, K., (2001). What works for families with children with behaviour problems? Evidence from Research. In Pugh, G. (Ed.) Contemporary Issues in the Early Years (3rd Edition). London: SAGE.
  • Ballie, C., Sylva, K. & Evans, E. (2000). Do intervention programmes for parents, aimed at improving children’s literacy, really work?  In Buchanan, A. & Hudson, B. (Eds.) Promoting Children’s Emotional Well-being. Oxford University Press.
  • Sylva, K. (1999).  Early Childhood Education to Ensure a ‘Fair Start’ for All.  In Cox, T. (Ed.) Combatting Educational Disadvantage. Falmer Press.

Research

Research topics

  • Early childhood curriculum, pedagogy and assessment
  • ‘Effectiveness’ of education in the pre-school and primary phases
  • Contribution of parents to children’s learning
  • Supporting parents in child management and learning at home
  • The effects of child care
  • Early Primary curriculum and pedagogy

Funded research

  • Jelley, F. Sylva, K., Eisenstadt, NEngaging parents in their young children’s learning. Sutton Trust and Esmee Fairbairn, 2015-2018 (£185,000)
  • Sammons, P. & Sylva, K. EPPSE A level performance and social disadvantage, Sutton Trust, 2014-2015
  • Mathers, S., Sylva, K., and Eisenstadt, N. Sound Foundations: what do we know about quality for under threes? Sutton Trust, 2013 (£38,690)
  • Karemaker, A. & Sylva, K. Reading World: an evaluation, Oxford University Press, 2015 (£43,000)
  • Sylva, K. and Roberts, F.  Supporting parents to help children read:  an RCT study Education Endowment Foundation, 2012-2015 (£1,133,000)
  • Barlow, J., Sylva, K., Bick, D., and Lindsay, G. Fulfilling Lives: A better start. The Big Lottery, 2014-2023, (£7,500,000).
  • Leseman, P., Melhuish, E., Sylva, K. et al. Early Education in Europe. European Union Framework 7. Application for research 2013-2016. (Euros 2,100,000)
  • Sylva, K.  Sammons, P., Evangelou, M., and Smith, T.  Evaluation of Children’s Centres in England (ECCE).  Department for Education, 2009-2015, £1,327,040 (oxford part of 3,000,000+ with partners).
  • Sylva, K. Archer, A., and Roberts, F.   Improving Literacy in Key Stage 1. Education Endownment Fund. 2012-2015. (£1,312,665).
  • Sylva, K, Sammons, P., and Roberts, F. Helping parents to support their children’s transition to school. Esmée Fairbairn Foundation, 2011-2012,  (£53,500).
  • Scott, S. and Sylva, K. What influences the effectiveness of interventions that teach parents how to read with their children?  An analysis of mediators and moderators in three trials with children at risk. Nuffield Foundation. 2012-2013, (£99,923).
  • Sylva, K. Helping Children Achieve: An RCT Reading Intervention, Department for Children, Schools and Families (DCSF)/Institute of Psychiatry, 2008-2010 (£106,942).
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. Effective Pre-school, Primary and Secondary Education 3-14 (EPPSE 3-14), DCSF/ESRC (TLRP Project), 2007-2011 (£2,121,083).
  • Nabuco, M., Evangelou, M., & Sylva, K. Evaluation of PEEP in Portugal (APAR). Portuguese Science Council, 2007-2010 (€192,800.00).
  • Mathers, S. Sylva, K., & Evangelou, M. Evaluation of the Transformation Fund, sub-grant to main grant held by NatCen. DCSF, 2007-2009 (£1,244,794).
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. National Evaluation of the Early Learning Partnership Project. DCSF, 2007-2008 (£449,584).
  • Mathers, S., Sylva, K., & Evangelou, M. Evaluation of the Two-Year-Olds Pilot, sub-grant to main grant held by NatCen. DCSF, 2007-2008 (£1,278,126).
  • Evangelou, M. & Sylva, K. Sutton Trust Evaluation Project (STEP). Sutton Trust, 2006-2008 (£60,165).
  • Goodman, A., Dearden, L., Feinstein, L., Gregg, P., & Sylva, K. Intergenerational Transmission of ‘soft skills’, sub-grant to main grant held by the IFS. Joseph Rowntree Foundation, 2006-2008 (£450,000).
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. Effective Provision of Pre-school & Primary Education 3-11, Department for Education & Skills (DfES)/ESRC (TLRP Proejct), 2003-2008 (£2,731,620).
  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. What makes a successful transition from primary to secondary school? Findings from the Effective Pre-school, Primary and Secondary Education 3-14 (EPPSE) project, DfES, 2006-2007 (£120,397).
  • Sylva, K., Dockrell, J., & Huxford, L. Early Talk Evaluation, sub-grant to main grant held by the Institute of Education. ICAN Foundation, 2006-2007 (£46,040).
  • Taggart, B., Sammons, P., Siraj-Blatchford, I., Melhuish, E., & Sylva, K. Equalities and Inequalities: Effective Pre-School and Primary Education 3-11. The Cabinet Office, 2006 (£54,473).
  • Sylva, K., Mathers, S., Joshi, H., Siraj-Blatchford, I., Melhuish, E., Sammons, P., & Taggart, B. Quality of Childcare in the Millennium Cohort Study (MCS). DfES, 2005-2006 (£232,645).
  • Siraj-Blatchford, I., Laugharne, J., & Sylva, K. Monitoring and Evaluation of the Effective Implementation of the Foundation Phase. National Assembly for Wales, 2004-2006 (£96,722).
  • Smith, T., Smith, G. Sylva, K., & Dearden, L. Evaluation of Neighbourhood Nurseries Initiative, DfES, 2002-2006 (£832,926).
  • Sylva, K., Stein, A., & Leach, P. Families, Children and Child Care, Tedworth and Glasshouse Trusts (Sainsbury), 1997-2005 (£1,738,200).
  • Sylva, K., Evangelou, M., & Brooks, G. Enabling Parents: an evaluation of parent early education programme (PEEP), Learning and Skills Council, 2002-2004 (£104,000).
  • Smith, T., Sylva, K., Smith, G., & Dearden, L. Evaluation of Pilot Wrap-around care programme, DfES, 2002-2003 (£216,850).
  • Sylva, K., Sammons, P., Siraj-Blatchford, I., Melhuish, E., & Taggart, B. The EPPE Project: Second Parent Survey, DfES, 2001-2003 (£47,453).
  • Sylva, K., Sammons, P., Siraj-Blatchford, I. Melhuish, E., & Taggart, B. The Early Years Transition and Special Educational Needs, DfES, 2001-2003 (£56,765).
  • Melhuish, E., Sylva, K., Sammons, P., & Siraj-Blatchford, I. Effective Pre-School Provision in Northern Ireland: Extension to Northern Ireland of Effective Provision of Pre-school Education Research Project, Department for Education and Employment (DfEE), 1998-2003 (£468,527).
  • Gardner, F. & Sylva, K. Educating Parents of Hard-to-Manage Children: An Evaluation of Community Parenting Programmes, Esmée Fairbairn Charitable Trust, 1999-2002 (£148,960).
  • Sylva, K., Sammons, P., Siraj-Blatchford, I., Melhuish, E., & Taggart, B. Early Analysis of Multi-Level Model.  DfES, 2001 (£18,000).
  • Siraj-Blatchford, I., & Sylva, K. Effective Pedagogy in the Early Years, DfEE, 2000-2001 (£139,621).
  • Evangelou, M. & Sylva, K. An Evaluation of Nursery-level PEEP, DfEE, 2000-2001 (£42,982).
  • Scott, S. & Sylva, K. Enabling Parents: Supporting Specific Parenting Skills with a Community Programme, Department of Health (DoH), 1998-2001 (£457,854).
  • Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. Effective provision of pre-school education, DfEE, 1996-2001 (£1,756,875).
  • Scott, S., & Sylva, K.  Enabling parents: an RCT parental programme to enhance children’s behaviour and literacy skills at the start of school. DoH, 1996-2001 (478,000).
  • Kwan, C., May Ling, Q., & Sylva, K. Day care study in Singapore: Quality, staff, family and children’s creativity, Ministry of Education, Singapore, 1999-2000 ($20,000 Singapore).
  • Sylva, K., Sammons, P., Siraj-Blatchford, I., & Melhuish, E. Baseline Assessments: What do they measure and what do they predict? Qualifications and Curriculum Authority, 1998-1999 (£25,676).
  • Cox, A., Nikapota, A., & Sylva, K. Mental health services for ethnic minority families, DoH, 1995-1997 (£168,000).
  • Hurry, J. & Sylva, K. Early reading intervention: long term effects and costs, School Curriculum and Assessment Authority, 1994-1997 (£34,909).
  • Hurry, J., Sylva, K. & Riley, J. Reading instruction in the reception class, Esmée Fairbairn Trust, 1995-1996 (£29,000).
  • Sylva, K.  A survey of the use of standardised literacy tests in primary classrooms, School Curriculum and Assessment Authority, 1995-1996 (£14,995).
  • Sellares, R., Bassedas, M., Beller, K.S., Sylva, K. & Moss, M. Family structure, working time children development and school adjustment: A study of the consequences of new modes of family life on children in five main European cities, Commission on the European Communities, 1995-1996 (40,822 ecus).
  • Sylva, K. The impact of early learning on children’s development, Royal Society of Arts, Manufactures and Commerce, 1993-1994 (£19,680).
  • Sylva, K. & Hurry, J. Children who fail to make progress in reading, National Curriculum Council, 1993-1994 (£8,600).
  • Sylva, K. & Hurry, J. Early intervention in children with reading difficulties, School Curriculum and Assessment Authority, 1992-1994 (£267,000).
  • Nunes, T., Light, P., Mason, J. & Sylva, K. Children’s understanding of the concept of area, Economic and Social Research Council (ESRC), 1992-1993 (£24,859).
  • Sylva, K.  Curriculum issues in High/Scope pre-school programme, Dr Barnardo’s and the Aga Khan Foundation, 1987-1988 (£4,580).
  • Sylva, K.  Factors affecting children’s capacity to cope with hospitalisation, The Medical Research Council, 1985-1988 (£68,132).
  • Sylva, K. & Smith, T.  Monitoring the British High/Scope training of trainers programme, The Nuffield Foundation, 1984-1985 (£17,210).
  • Sylva, K.  The development of moral terms in the child’s lexicon, National Institute of Child Health and Development (NICHD), USA, 1974-1977 (U.S $39,000).

Policy Advice to Government

  • Briefing at No 10 on parenting programmes,  2016
  • Briefing for Minister for Children, Sam Gymiah, 2014; 2015
  • Specialist Adviser to House of Lords Select Committee on ‘Affordable childcare’ 2014-2015
  • Briefing for Minister for Children, Sarah Teather, 2013;
  • Teaching Agency, Early Years Teacher Criteria External Reference Group, DfE, 2013;
  • Briefing for Field Review of Child Poverty, Summer 2012;
  • Briefing for Permanent Secretary, Department for Education, Autumn 2012;
  • Member of Expert Panel, Tickell Review of Early Years Curriculum 2010-2011;
  • Specialist Advisor on Early Years to Parliamentary Select Committee on Children, Schools and Families, 2000-2003; 2005-2008;
  • Specialist Adviser to government review of the teaching of phonics 2010 (Rose Review);
  • Briefing for Minister for Children Schools and Families, Ed Balls, 2010;
  • Briefing for the Minister of Children, Young People and Families, April 2008 (Mrs. Hughes);
  • Briefing at No. 10 Downing Street for the Prime Minister, March 2008;
  • Briefing for the Minister of Children, Young People and Families, Oct 2007 (Mrs. Hughes);
  • Advice to Prime Minister’s Strategy Unit, No. 10, Sept 2007;
  • Participated in ‘Breakfast Seminar’ with Chancellor at No. 11 Downing St;
  • ‘Monitory Benefits of Education’ Seminar, The Treasury, June 2007;
  • Specialist Adviser to House of Commons Select Committee on “Integration of Services and SEN”, 2005-2006;
  • Member, Government Review Group for Early Reading Instruction (Rose Review), 2005-2006;
  • Advice to Prime Minister’s Strategy Unit and The Treasury, August 2005;
  • Specialist Adviser on Early Years to the Scottish Parliament, 2005;
  • Member of National Educational Research Forum (NERF), 2004-2007;
  • Specialist Adviser to House of Commons Select Committee on Education and Skills (‘The Teaching of Reading’) 2005;
  • Specialist Adviser to House of Commons Select Committee on Education and Skills (‘Every Child Matters Enquiry’) 2004-2005;
  • Led Seminar on Reducing Child Poverty at No. 11 Downing Street, November 2004;
  • Participated in Seminar on Ten Year Childcare strategy at HM Treasury, October 2004;
  • Seminar on 10 Year Strategy for Early Education and Childcare at No. 11 Downing Street, October 2004;
  • Briefing for Minister (Mrs Hodge) on 2004 Spending Review, DfES, July, November, December 2003, January and April 2004;
  • Briefing for ministers ‘Transition: pre-school to primary’ (Mrs Morris, Mrs Hodge), DfES, 2001;
  • Specialist Advisor to House of Commons Select Committee on Education and Employment (‘Early Years Enquiry’) 2000-2001, reappointed 2004 for ‘Children’s Bill Enquiry’;
  • Briefing to Cabinet Office, September & November 2001;
  • Briefing to Secretary of State for Education (Mr Blunkett) November 2000.

Independent Enquiries

  • Education Lead Member, The Children’s Society Enquiry on “A Good Childhood” (2007-08);
  • Co-director of Royal Society of the Arts Enquiry into Early Education (1992-1994) Start Right Report.

Membership of Editorial Boards

  • Member Editorial Board, The Oxford Review of Education, 1984-present;
  • Member of Editorial Board, International Journal of Early Years Education, 2004-2014;
  • Associate Editor of Child and Adolescent Mental Health, 1996-2015, Editor in charge of Measurement Reviews;
  • Member Editorial Board, European Early Childhood Education Research Journal, 1992-present;
  • Member of Editorial Board, Educational Research, 2001-2004.

Overseas Collaborative Research

  • National Education Panel Study, German Science Foundation, (deputy chair) 2009-present;
  • University of Göteborg, April 2006, October 2007;
  • The Aga Khan University, Karachi, part-time course leader, December 2005, 2004, 2003;
  • Yew Chung Education Foundation, Shanghai and Hong Kong, February 2005, 2008, 2010, 2011; 2015
  • The Aga Khan Foundation, Dubai, Research Consultant, August 2003, September 2004;
  • Bernard van Leer Foundation, ‘Tracer Studies’ Research Consultant, Jamaica, April 2002;
  • MS Swaminathan Research Foundation, Chennai, India, Visiting Fellow on 2-week academic visit in August 2001, 2002, 2004 funded by the British Council and Indian National Department of Child Welfare;
  • Department of Early Childhood Development, Pontifical Catholic University of Chile, Visiting Fellow , July 2001, funded by the British Council.

Membership of Professional Societies

  • Association for Child and Adolescent Mental Health, Member since 1981, CHAIR of Trustees 2012-2015;
  • British Educational Research Association, member since 1988;
  • British Psychological Society, full member since 1979, elected full fellow, 2003.

Research Steering Committees

  • Member of Grant Advisory Committee, Education Endownment Foundation, 2015-2018
  • Member of the Evidence Panel for the Early Intervention Foundation, 2014-2017
  • Member of Steering Committee, London School of Economics, Social Sciences grant on child care
  • Member of Scientific Advisory Committee of National Evaluation of Sure Start (NESS), 2001-2006
  • Member of Advisory Committee for Families Study funded by Joseph Rowntree, 2000-2003
  • Chair, PEEP Research Consortium (Advisory Groups), Oxford, 1997-2005
  • Advisory Committee on Education and Development, ALSPAC Longitudinal Study, 1998-2005
  • Member of DfID/Save the Children “Young Lives” Scientific Advisory Group on their longitudinal study of cohorts of children born in developing countries (India, Vietnam, Ethiopia, Peru) 2001-2005

Ph.D. Examining (excludes internal examining in own department)

  • 2015    UCL Institute of Education
  • 2014      University of Exeter Medical School
  • 2013    University of Hong Kong, School of Education
  • 2011      University of Oxford, Medical Sciences Division:  Psychiatry
  • 2011    University of Bristol, Department of Education
  • 2010      University of Reading, Department of Education
  • 2010      The Open University, Department of Education
  • 2009      University of Sydney, Department of Education
  • 2008    Institute of Education, University of London
  • 2007 University of Sydney, Faculty of Education and Social Work
  • 2007    University of London, Birkbeck College, Department of Psychology
  • 2006    University of Surrey, Department of Education
  • 2005    University of Oxford, Department of Psychiatry
  • 2005    University of Oxford, Department of Social Policy and Social Work
  • 2005    Roehampton University, Department of Education
  • 2004    University of Oxford, Centre for Criminology
  • 2004    Oxford Brookes University, Department of Education
  • 2004    University of Oxford, Medical Sciences Division: Psychology
  • 2004    University of Oxford, Medical Sciences Division: Psychology
  • 2003    Oxford Brookes University, Psychology
  • 2003    University of Oxford, Medical Sciences Division: Psychology
  • 2003    University of Oxford, Medical Sciences Division: Psychology
  • 2002    Cardiff University, Psychology
  • 2002    Queen’s University, Dublin
  • 2001    University of Oxford, Department of Educational Studies
  • 2000    The Open University
  • 2000    University of Oxford, Medical Sciences Division: Psychology

ESRC Studentship award panel

2002, 2003, 2004 (Chair), 2005 (Chair)

Graduate Research Supervision and Examining

  • Successful completion of 54 PhD/DPhil students at University of Oxford, University of London and 2 as sole supervisor at the Open University.
  • Current Supervision of  5 MSc students at the University of Oxford Department of Education
  • MSc  In Education Exam Board Assessor 2010 to present
  • Applied Linguistics Exam Board 2000-2008
kathy.sylva

Category

  • Honorary Research Fellow

College affiliation

  • Jesus College

Position

  • Professor of Educational Psychology

Subject area

  • MSc Applied Linguistics and Second Language Acquisition
  • MSc Education (Research Training)

Research groups

  • Applied Linguistics
  • Families, Effective Learning and Literacy (FELL)

+44(0)1865274008