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Department of Education

Iram Siraj

Professor of Child Development and Education

College Affiliation: Jesus College

From 2018-2022 Iram was convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

Doctoral Applications

Iram welcomes doctoral applications from students interested in the following research areas:

  • Early childhood education
  • Quality of pre-school pedagogy
  • ECEC curriculum
  • Adult-child interaction
  • Primary education

Publications:

  • Books

    • Archer, C., & Siraj, I. (2023). The Movement Environment Rating Scale (MOVERS)Supporting Physical Development and Movement Play in Early Childhood (pp. 1-70). https://doi.org/10.4324/9781003379874
      DOI: https://doi.org/10.4324/9781003379874

    • Siraj, I., Kingston, D., & Melhuish, E. (2023). The Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale: Supporting Process Quality in Early Childhood (pp. 1-84). https://doi.org/10.4324/9781003379867
      DOI: https://doi.org/10.4324/9781003379867

    • Naughton, G., Rolfe, S., & Siraj-Blatchford, I. (2020). Introduction (p. x - xii).

    • Naughton, G., Rolfe, S., & Siraj-Blatchford, I. (2020). Doing Early Childhood Research: International perspectives on theory and practice (pp. 1-306). https://doi.org/10.4324/9781003115397
      DOI: https://doi.org/10.4324/9781003115397

    • SIRAJ, I., Taggart, B., SAMMONS, P., MELHUISH, E., Sylva, K., & Shepherd, D.-L. (2019). Teaching in Effective Primary Schools: Research into pedagogy and children’s learning. Trentham Books (UCL- IOE Press). https://www.ucl-ioe-press.com/books/early-years-and-primary-education/effective-teachers-in-primary-schools/

    • SIRAJ, I., Taggart, B., SAMMONS, P., Melhuish, E., Sylva, K., & Shepherd, D.-L. (2019). Teachers in Effective Primary Schools. UCL-IOE Press & Trentham Books. https://www.ucl-ioe-press.com/books/early-years-and-primary-education/effective-teachers-in-primary-schools/

    • 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. IOE Press. http://eprints.ioe.ac.uk/21575/

    • Siraj, I., & Mayo, A. (2014). Social Class and Educational Inequality. Cambridge University Press.

    • Siraj-Blatchford, I. (2011). Foreword: Creativity, communication, collaboration and curriculum: A vygotskian perspective (pp. 21-26). https://doi.org/10.4324/9780203818923
      DOI: https://doi.org/10.4324/9780203818923

    • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Early childhood matters: Evidence from the effective pre-school and primary education project (pp. 1-263). https://doi.org/10.4324/9780203862063
      DOI: https://doi.org/10.4324/9780203862063

    • Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2006). Assessing quality in the early years: Early childhood environment rating scale. Teachers College Press.

    • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Provision of Pre-School Education (EPPE) Project Technical Paper 12: The Final Report - Effective Pre-School Education. Institute of Education, University of London/ Department for Education and Skills. http://eprints.ioe.ac.uk/5308/

  • Book chapters

    • Siraj-Blatchford, I. (2021). Social justice and teacher education in the UK. In Inequality and Teacher Education: An International Perspective (pp. 89-99).

    • Siraj, I., & Asani, R. (2014). The role of sustained shared thinking, play and metacognition in young children’s learning. In The Routledge International Handbook of Young Children’s Thinking and Understanding (pp. 403-415).

    • Siraj-Blatchford, I., & Siraj-Blatchford, J. (2011). Foreword: Creativity, communication, collaboration and curriculum: A Vygotskian perspective. In Exploring Children’s Creative Narratives (p. xxi - xxv).

    • Sylva, K., Chan, L., Melhuish, E., Sammons, P., 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 (pp. 97-117). Institute of Education.

    • Siraj-Blatchford, I. (2010). Teaching in early childhood centers instructional methods and child outcomes. In International Encyclopedia of Education (pp. 86-92). https://doi.org/10.1016/B978-0-08-044894-7.01186-6
      DOI: https://doi.org/10.1016/B978-0-08-044894-7.01186-6

    • Siraj-Blatchford, I. (2009). Teaching in Early Childhood Centers Instructional Methods and Child Outcomes. In International Encyclopedia of Education, Third Edition (pp. 86-92). https://doi.org/10.1016/B978-0-08-044894-7.01186-6
      DOI: https://doi.org/10.1016/B978-0-08-044894-7.01186-6

  • Journal articles

    • Pearson, E., Rao, N., Siraj, I., Aboud, F., Horton, C., & Hendry, H. (2023). Workforce preparation for delivery of nurturing care in low- and middle-income countries: Expert consensus on critical multisectoral training needs. Child: Care, Health and Development. https://doi.org/10.1111/cch.13180
      DOI: https://doi.org/10.1111/cch.13180

    • Joseph, A., Sylva, K., Sammons, P., & Siraj, I. (2023). Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators. The British Journal of Educational Psychology, e12629. https://doi.org/10.1111/bjep.12629
      DOI: https://doi.org/10.1111/bjep.12629

    • Huang, R., & Siraj, I. (2023). Profiles of Chinese preschoolers’ academic and social-emotional development in relation to classroom quality: A multilevel latent profile approach. Child Development, 94(4), 1002-1016. https://doi.org/10.1111/cdev.13916
      DOI: https://doi.org/10.1111/cdev.13916

    • Ereky-Stevens, K., Siraj, I., & Kong, K. (2023). A critical review of the research evidence on early childhood education and care in refugee contexts in low- and middle-income countries. International Journal of Child Care and Education Policy, 17(1). https://doi.org/10.1186/s40723-023-00109-4
      https://ora.ox.ac.uk/objects/uuid:f458c08e-b748-46be-8e0d-0fca7fd3c49f

    • Huang, R., Geng, Z., & Siraj, I. (2023). Exploring the Associations among Chinese Kindergartners between Academic Achievement and Behavioral, Cognitive and Emotional Self-Regulation. EARLY EDUCATION AND DEVELOPMENT, 34(3), 591-606. https://doi.org/10.1080/10409289.2022.2056695
      DOI: https://doi.org/10.1080/10409289.2022.2056695

    • Festerling, J., Siraj, I., & Malmberg, L.-E. (2022). Exploring children’s exposure to voice assistants and their ontological conceptualizations of life and technology. AI & Society, 1-28. https://doi.org/10.1007/s00146-022-01555-3
      DOI: https://doi.org/10.1007/s00146-022-01555-3

    • Festerling, J., & Siraj, I. (2022). Anthropomorphizing Technology: A Conceptual Review of Anthropomorphism Research and How it Relates to Children’s Engagements with Digital Voice Assistants. Integrative Psychological & Behavioral Science, 56(3), 709-738. https://doi.org/10.1007/s12124-021-09668-y
      DOI: https://doi.org/10.1007/s12124-021-09668-y

    • Siraj, I., Melhuish, E., Howard, S., Neilsen-Hewett, C., Kingston, D., De Rosnay, M., Huang, R., Gardiner, J., & Luu, B. (2022). Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools. Frontiers in Psychology, 13, 1092284. https://doi.org/10.3389/fpsyg.2022.1092284
      DOI: https://doi.org/10.3389/fpsyg.2022.1092284

    • Mathers, S., & Siraj, I. (2021). Researching pre-school teachers’ knowledge of oral language pedagogy using video. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.748347
      https://ora.ox.ac.uk/objects/uuid:5646b705-8ef9-4fef-bf4e-13be23dbbea3

    • Kazmierska-Kowalewska, K., Okely, A., Siraj, I., Archer, C., & Jones, R. (2021). A validation and reliability study of the Movement Environmental Rating Scale (MOVERS). EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 29(5), 733-746. https://doi.org/10.1080/1350293X.2021.1968464
      DOI: https://doi.org/10.1080/1350293X.2021.1968464

    • Siraj, I., Kingston, D., & Melhuish, E. (2020). Can professional development in the early years bring improved outcomes for children?. Researching Education, 1(2). https://doi.org/10.5281/zenodo.4283377
      https://ora.ox.ac.uk/objects/uuid:3236954a-4c31-4b42-ac1a-a21161c8a832

    • Festerling, J., & Siraj, I. (2020). Alexa, what are you? Exploring primary school children’s ontological perceptions of digital voice assistants in open interactions. Human Development, 64(1), 26-43. https://doi.org/10.1159/000508499
      https://ora.ox.ac.uk/objects/uuid:c9284ecb-297f-46c6-877f-1b5f81e6cf9f

    • Thorpe, K., Rankin, P., Beatton, T., Houen, S., Sandi, M., Siraj, I., & Staton, S. (2020). The when and what of measuring ECE quality: Analysis of variation in the Classroom Assessment Scoring System (CLASS) across the ECE day. Early Childhood Research Quarterly, 5, 274-286. https://doi.org/10.1016/j.ecresq.2020.05.003
      https://ora.ox.ac.uk/objects/uuid:41fb00d4-1476-46bb-98fa-30c610f2e8f4

    • Siraj, I., & Huang, R. (2020). Operationalizing Bronfenbrenner’s PPCT model in researching human development: Commentary on Xia, Li and Tudge. Human Development, 64(1), 21-25. https://doi.org/10.1159/000508341
      https://ora.ox.ac.uk/objects/uuid:0518630b-d9bf-463a-933e-8dd213b5fc8b

    • Sylva, K., Sammons, P., Melhuish, E., Siraj, I., & Taggart, B. (2020). Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour. Zeitschrift für Erziehungswissenschaft, 23(3), 465-484. https://doi.org/10.1007/s11618-020-00945-x
      https://ora.ox.ac.uk/objects/uuid:c8dbf970-fe84-4041-9996-25329d3f10c6

    • Klaus, S., & Siraj, I. (2020). Improving Roma participation in European early childhood education systems through cultural brokering. London Review of Education, 18(1), 50-64. https://doi.org/10.18546/LRE.18.1.04
      https://ora.ox.ac.uk/objects/uuid:abc39f79-b598-4c51-913a-3d79024a6680

    • Melhuish, E., Barnes, J., Gardiner, J., Siraj, I., Sammons, P., Sylva, K., & Taggart, B. (2019). A study of the long-term influence of early childhood education and care on the risk for developing special educational needs. Exceptionality Education International, 29(3). https://doi.org/10.5206/eei.v29i3.9385
      https://ora.ox.ac.uk/objects/uuid:f8e88e96-2a29-4269-a576-8cf59ecae58d

    • Toth, K., Sammons, P., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2019). Home learning environment across time: the role of early years HLE and background in predicting HLE at later ages. School Effectiveness and School Improvement, 31(1), 7-30. https://doi.org/10.1080/09243453.2019.1618348
      https://ora.ox.ac.uk/objects/uuid:8bc0b27e-9252-4762-8925-86b4465e68f7

    • Siraj, I., & Kingston, D. (2019). Proof Positive: A study in Australia has shown the benefits of evidence-based training to children and staff. Nursery World, 2019(11), 16-18. https://doi.org/10.12968/nuwa.2019.11.16
      https://ora.ox.ac.uk/objects/uuid:adf84e3b-3bd0-46cc-a0ad-ed0e5a5429fb

    • Siraj, I., Kingston, D., & Neilsen-Hewett, C. (2019). The Role of Professional Development in Improving Quality and Supporting Child Outcomes in Early Education and Care. Asia-Pacific Journal of Research in Early Childhood Education, 13(2), 49-68. https://doi.org/10.17206/apjrece.2019.13.2.49
      https://ora.ox.ac.uk/objects/uuid:c0afff49-bc64-4121-9bb3-dbcfdefa25e0

    • Siraj, I., Howard, S., Kingston, D., Neilsen-Hewett, C., Melhuish, E., & De Rosnay, M. (2019). Comparing regulatory and non-regulatory indices of early childhood education and care (ECEC) quality in the Australian early childhood sector. Australian Educational Researcher, 46(3), 365-383. https://doi.org/10.1007/s13384-019-00325-3
      https://ora.ox.ac.uk/objects/uuid:09965adb-3b4f-43fb-8e73-c7bce25b9b8f

    • Siraj, I., Kingston, D., & Neilsen-Hewett, C. (2019). The role of professional development in improving quality and supporting child outcomes in early education and care. Asia-Pacific Journal of Research in Early Childhood Education, 2. https://doi.org/10.17206/apjrece.2019.13.2.49
      https://ora.ox.ac.uk/objects/uuid:3a0f5b68-295a-41ae-b016-f43cc90016d1

    • Howard, S., Siraj, I., Melhuish, E., Kingston, D., Neilsen-Hewett, C., De Rosnay, M., Duursma, E., & Luu, B. (2018). Measuring interactional quality in pre-school settings: Introduction and validation of the sustained shared thinking and emotional wellbeing (SSTEW) scale. Early Child Development and Care, 190(7), 1017-1030. https://doi.org/10.1080/03004430.2018.1511549
      https://ora.ox.ac.uk/objects/uuid:92fb6779-1313-4f4e-9d76-c8c900b80b01

    • Kingston, D., & Siraj, I. (2017). Supporting the implementation of the foundation phase through effective professional development. Cylchgrawn Addysg Cymru Wales Journal of Education, 19(1), 39-68. https://doi.org/10.16922/wje.19.1.3
      https://ora.ox.ac.uk/objects/uuid:7ce5bff5-bb5b-4334-8b9b-7f160fa6e053

    • Melhuish, E., Howard, S., Siraj, I., Neilsen-Hewett, C., Kingston, D., de Rosnay, M., Duursma, E., & Luu, B. (2016). Fostering Effective Early Learning (FEEL) through a professional development programme for early childhood educators to improve professional practice and child outcomes in the year before formal schooling: study protocol for a cluster randomised controlled trial. Trials, 17(1), 602. https://doi.org/10.1186/s13063-016-1742-1
      https://ora.ox.ac.uk/objects/uuid:44f07347-0d4d-4197-b317-88a04ef4093c

    • Mayo, A., & Siraj, I. (2015). Parenting practices and children’s academic success in low-SES families. Oxford Review of Education, 41(1), 47-63. https://doi.org/10.1080/03054985.2014.995160
      DOI: https://doi.org/10.1080/03054985.2014.995160

    • Archer, C., & Siraj, I. (2015). Measuring the quality of movement-play in Early Childhood Education settings: Linking movement-play and neuroscience. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 23(1), 21-42. https://doi.org/10.1080/1350293X.2014.890351
      DOI: https://doi.org/10.1080/1350293X.2014.890351

    • 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. https://doi.org/10.1108/JCS-02-2015-0007
      https://ora.ox.ac.uk/objects/uuid:3ea42ffa-4f0f-4fb0-8c5c-039ecda69bd5

    • Baker, W., Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E., & 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. https://doi.org/10.1080/03054985.2014.953921
      https://ora.ox.ac.uk/objects/uuid:7e2b4b82-3c8a-4bd9-b728-bffbe0803e89

    • 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. https://doi.org/10.14507/epaa.v22.1893
      DOI: https://doi.org/10.14507/epaa.v22.1893

    • Siraj-Blatchford, I., & Nah, K.-O. (2014). A COMPARISON OF THE PEDAGOGICAL PRACTICES OF MATHEMATICS EDUCATION FOR YOUNG CHILDREN IN ENGLAND AND SOUTH KOREA. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 12(1), 145-165. https://doi.org/10.1007/s10763-013-9412-1
      DOI: https://doi.org/10.1007/s10763-013-9412-1

    • 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. https://doi.org/10.1080/09243453.2012.749796
      DOI: https://doi.org/10.1080/09243453.2012.749796

    • Sylva, K., Sammons, P., Chan, L., 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. https://doi.org/10.1007/s11618-013-0364-6
      DOI: https://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. https://doi.org/10.1080/09243453.2012.749796
      DOI: https://doi.org/10.1080/09243453.2012.749796

    • Sammons, P., Hall, J., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2012). 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. https://doi.org/10.1080/09243453.2012.749797
      https://ora.ox.ac.uk/objects/uuid:5b9d1c92-c18e-438d-ae8f-7c021123bf4c

    • Hall, J., Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2012). 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. https://doi.org/10.1080/09243453.2012.749793
      https://ora.ox.ac.uk/objects/uuid:00445cac-ef1d-4ebd-a781-025de65b8366

    • Folque, M., & Siraj-Blatchford, I. (2011). Fostering Communities of Learning in Two Portuguese Pre-School Classrooms Applying the Movimento da Escola Moderna (MEM) Pedagogy. International Journal of Early Childhood, 43(3), 227-244. https://doi.org/10.1007/s13158-011-0047-5
      DOI: https://doi.org/10.1007/s13158-011-0047-5

    • 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. https://doi.org/10.1080/01411921003725338
      DOI: https://doi.org/10.1080/01411921003725338

    • 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. https://doi.org/10.1590/S0100-15742011000100005
      DOI: https://doi.org/10.1590/S0100-15742011000100005

    • 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. https://doi.org/10.1177/1476718X10387900
      DOI: https://doi.org/10.1177/1476718X10387900

    • Hall, J., 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(Pt 2), 219-238. https://doi.org/10.1348/026151008X399925
      https://ora.ox.ac.uk/objects/uuid:57e430e2-177e-4056-a470-510c971d1762

    • Siraj-Blatchford, I. (2010). Learning in the home and at school: how working class children ’succeed against the odds’. BRITISH EDUCATIONAL RESEARCH JOURNAL, 36(3), 463-482. https://doi.org/10.1080/01411920902989201
      DOI: https://doi.org/10.1080/01411920902989201

    • 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. https://doi.org/10.1080/03054980902934613
      https://ora.ox.ac.uk/objects/uuid:f04769fe-937e-4e9f-b1c1-d68ca7e8197a

    • Siraj-Blatchford, I. (2009). Conceptualising progression in the pedagogy of play and sustained shared thinking in early childhood education: A Vygotskian perspective. Educational and Child Psychology, 26(2), 77-89.

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

    • 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. https://doi.org/10.1080/03057640801889956
      DOI: https://doi.org/10.1080/03057640801889956

    • Sammons, P., Anders, Y., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Barreau, S. (2008). Children’s Cognitive Attainment and Progress in English Primary Schools During Key Stage 2: Investigating the potential continuing influences of pre-school education. ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT, 10, 179-198.

    • Melhuish, E., Phan, M., 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. https://doi.org/10.1111/j.1540-4560.2008.00550.x
      DOI: https://doi.org/10.1111/j.1540-4560.2008.00550.x

    • Siraj-Blatchford, I., & Manni, L. (2008). ‘Would you like to tidy up now?’ An analysis of adult questioning in the English Foundation Stage. Early Years, 28(1), 5-22. https://doi.org/10.1080/09575140701842213
      DOI: https://doi.org/10.1080/09575140701842213

    • 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. https://doi.org/10.1080/02671520701296098
      DOI: https://doi.org/10.1080/02671520701296098

    • 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(1), 49-65. https://doi.org/10.1080/09669760601106968
      DOI: https://doi.org/10.1080/09669760601106968

    • 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. https://doi.org/10.1111/j.1467-8578.2006.00410.x
      DOI: https://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. https://doi.org/10.1016/j.ecresq.2006.01.003
      DOI: https://doi.org/10.1016/j.ecresq.2006.01.003

    • Siraj-Blatchford, I., Sammons, P., Taggart, B., Sylva, K., & Melhuish, E. (2006). Educational research and evidence-based policy: The mixed-method approach of the eppe project. Evaluation and Research in Education, 19(2), 63-82. https://doi.org/10.2167/eri419.0
      DOI: https://doi.org/10.2167/eri419.0

    • 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. https://doi.org/10.1080/13645570500154840
      DOI: https://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. https://doi.org/10.1080/0141192042000234656
      DOI: https://doi.org/10.1080/0141192042000234656

    • Siraj-Blatchford, I., & Sylva, K. (2004). Researching pedagogy in English pre-schools. BRITISH EDUCATIONAL RESEARCH JOURNAL, 30(5), 713-730. https://doi.org/10.1080/0141192042000234665
      DOI: https://doi.org/10.1080/0141192042000234665

    • Siraj-Blatchford, I. (2004). Educational disadvantage in the early years: How do we overcome it? Some lessons from research. European Early Childhood Education Research Journal, 12(2), 5-20. https://doi.org/10.1080/13502930485209391
      DOI: https://doi.org/10.1080/13502930485209391

    • Siraj-Blatchford, I. (2003). An evaluation of early years education and training in the Integrated Child Development Services (ICDS) in India. International Journal of Early Years Education, 2(1), 52-66. https://doi.org/10.1080/09669760.2003.10807106
      DOI: https://doi.org/10.1080/09669760.2003.10807106

    • Siraj-Blatchford, J., & Siraj-Blatchford, I. (2002). Discriminating between schemes and schema in young children’s emergent learning of science and technology. International Journal of Early Years Education, 10(3), 205-214. https://doi.org/10.1080/0966976022000044744
      DOI: https://doi.org/10.1080/0966976022000044744

    • Siraj-Blatchford, I., & Siraj-Blatchford, J. (1999). ’Race’, Research and Reform: The impact of the three Rs on anti-racist pre-school and primary education in the UK. Race Ethnicity and Education, 2(1), 127-148. https://doi.org/10.1080/1361332990020109
      DOI: https://doi.org/10.1080/1361332990020109

    • Folque, M., & Siraj-Blatchford, I. (1996). Parents’ view of quality in early childhood services in Portugal. International Journal of Early Childhood, 28(2), 37-48. https://doi.org/10.1007/BF03174501
      DOI: https://doi.org/10.1007/BF03174501

    • Siraj-Blatchford, I. (1996). Workshop one: Values, Culture and Identity in Early Childhood Education. International Journal of Early Years Education, 4(2), 63-69. https://doi.org/10.1080/0966976960040206
      DOI: https://doi.org/10.1080/0966976960040206

    • Siraj-Blatchford, I. (1995). Research column. International Journal of Early Childhood, 27(2), 76-78. https://doi.org/10.1007/BF03174940
      DOI: https://doi.org/10.1007/BF03174940

    • Siraj-Blatchford, I. (1995). Critical Social Research and the Academy: The role of organic intellectuals in educational research. British Journal of Sociology of Education, 16(2), 205-220. https://doi.org/10.1080/0142569950160205
      DOI: https://doi.org/10.1080/0142569950160205

    • Siraj-Blatchford, I. (1994). Research review. International Journal of Early Childhood, 26(1), 78-79. https://doi.org/10.1007/BF03174291
      DOI: https://doi.org/10.1007/BF03174291

    • Siraj-Blatchford, I. (1993). Educational research and reform: Some implications for the professional identity of early years teachers. British Journal of Educational Studies, 41(4), 393-408. https://doi.org/10.1080/00071005.1993.9973975
      DOI: https://doi.org/10.1080/00071005.1993.9973975

    • Troyna, B., & Siraj-Blatchford, I. (1993). Providing Support or Denying Access? The experiences of students designated as ‘ESL’ and ‘SN’ in a multi-ethnic secondary school. Educational Review, 45(1), 3-11. https://doi.org/10.1080/0013191930450101
      DOI: https://doi.org/10.1080/0013191930450101

    • Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (n.d.). 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.

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

  • Reports

    • Siraj, I., Neilsen-Hewett, C., Howard, S., Grimmond, J., & Fitzgerald, C. (2019). Cast Studies of Effective Practice: Evidence from the fostering effective early learning (FEEL) study. In NSW: FEEL Case Studies. New South Wales Government. https://ora.ox.ac.uk/objects/uuid:58f2cdb5-c219-445e-831d-0e9a51d5720e
      https://ora.ox.ac.uk/objects/uuid:58f2cdb5-c219-445e-831d-0e9a51d5720e

    • Siraj, I., Melhuish, E., Howard, S., Neilsen-Hewett, C., Kingston, D., de Rosnay, M., Duursma, E., Feng, X., & Luu, B. (2018). Fostering Effective Early Learning (FEEL) study. New South Wales Government. https://ora.ox.ac.uk/objects/uuid:8230da2d-4d14-4b5e-bd86-a4ff045533ab
      https://ora.ox.ac.uk/objects/uuid:8230da2d-4d14-4b5e-bd86-a4ff045533ab

    • Siraj, I., Kingston, D., Neilsen-Hewett, C., Howard, S., Melhuish, E., & De Rosnay, M. (2017). Fostering Effective Early Learning: A review of the current international evidence considering quality in early childhood education and care programmes - in delivery, pedagogy and child outcomes. In Fostering Effective Early Learning Study (pp. 1-37). New South Wales Government. https://ora.ox.ac.uk/objects/uuid:b9d15b18-d5dd-4f71-9b15-a3c031b43628
      https://ora.ox.ac.uk/objects/uuid:b9d15b18-d5dd-4f71-9b15-a3c031b43628

    • Taggart, B., Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Elliot, K., & Walker-Hall, J. (2013). Ratios in Pre-School Settings: An exploration of the relationships with children’s educational outcomes. DfE. https://www.ucl.ac.uk/ioe/research/pdf/Ratios_in_Pre-School_Settings_DfEE.pdf

    • Sylva, K., Melhuish, E., 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. Department of Education. https://www.education.gov.uk/publications/eOrderingDownload/DFE-RB202.pdf

    • Sylva, K., Melhuish, E., 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. Department for Education. https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR202.pdf

    • Sammons, P., 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. Department for Education. http://eppe.ioe.ac.uk/eppse3-14/eppse3-14pdfs/Final%20EPPSE%20cogs%2026March2012.pdf

    • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., Draghici, D., & Toth, K. (2012). Influences on students’ dispositions in Key Stage 3: Exploring enjoyment of school, popularity, anxiety, citizenship values and academic self-concepts in Year 9. In Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14) (pp. 1-83). Department for Education. https://ora.ox.ac.uk/objects/uuid:fef96b45-7988-41ca-999b-7098b9d58645
      https://ora.ox.ac.uk/objects/uuid:fef96b45-7988-41ca-999b-7098b9d58645

    • Sammons, P., 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. Department for Education. https://ora.ox.ac.uk/objects/uuid:67fcd808-682e-45dc-82fc-4562e75d605f
      https://ora.ox.ac.uk/objects/uuid:67fcd808-682e-45dc-82fc-4562e75d605f

    • Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (2011). Performing against the odds: developmental trajectories of children in the EPPSE 3-16 study. In Research Report (pp. 1-118). Department for Education. https://ora.ox.ac.uk/objects/uuid:0ea825e4-392c-4ee3-a95d-7ffca1a09733
      https://ora.ox.ac.uk/objects/uuid:0ea825e4-392c-4ee3-a95d-7ffca1a09733

    • 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 from the EPPSE 3-16 longitudinal study. Department of Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/183324/DFE-RR129.pdf

    • Sammons, P., 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. Institute of Education and Department for Education.

    • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Smees, R., Draghici, D., & Toth, K. (2011). Effective Pre-School, Primary and Secondary Education Project (EPPSE 3-14) Students? Reports of Their Experiences of School in Year 9. EPPSE Project - Institute of Education. http://eprints.ioe.ac.uk/16508/

    • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Barreau, S., & Grabbe, Y. (2008). The Influence of School and Teaching Quality on Children’s Progress in Primary School. DCSF. http://www.ttrb.ac.uk/attachments/b8ff01bc-4da6-4582-bee6-48a22b014ff8.pdf

    • Sammons, P., 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. DCSF Publications.

    • 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). DCSF Publications. https://www.education.gov.uk/publications/standard/Download?DownloadPublicationReference=DCSF-RR061&DownloadItemReference=Final%20Report%20from%20the%20Primary%20Phase%3A%20Pre-school%2C%20School%20and%20Family%20Influences%20on%20Children’s%20Development%20during%20Key%20Stage%202%20PDF(DfES%20Online%20Store)&DocumentType=PDF&Url=%2Fpublications%2FeOrderingDownload%2FDCSF-RR061.pdf

    • 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. Institute of Education, University of London. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2800&context=sspapers

    • 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. DCSF Publications. https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=2805&context=sspapers

    • 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. In Research Report (pp. 1-85). DCSF Publications. https://ora.ox.ac.uk/objects/uuid:3f3446ad-f01b-48db-a6d3-0f4a6811ff51
      https://ora.ox.ac.uk/objects/uuid:3f3446ad-f01b-48db-a6d3-0f4a6811ff51

    • Sammons, P., Sylva, K., Melhuish, E., 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. DCSF. http://publications.education.gov.uk/eOrderingDownload/DCSF-RBX-15-08.pdf

    • 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. Institute of Education, University of London. https://ro.uow.edu.au/cgi/viewcontent.cgi?article=2803&context=sspapers

    • Sylva, K., Sammons, P., Taggart, B., Smees, R., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2003). The early years transition and special educational needs (EYTSEN) project. In Research Report (pp. 1-43). DfES Publications. https://ora.ox.ac.uk/objects/uuid:ff856f54-b706-4487-9719-1634b6893da5
      https://ora.ox.ac.uk/objects/uuid:ff856f54-b706-4487-9719-1634b6893da5

  • Other

    • Siraj-Blatchford, I., & Nah, K.-O. (2016). A COMPARISON OF THE PEDAGOGICAL PRACTICES OF MATHEMATICS EDUCATION FOR YOUNG CHILDREN IN ENGLAND AND SOUTH KOREA (vol 12, pg 145, 2014). In INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION (Vols. 14, Issues 5, pp. 999-999). https://doi.org/10.1007/s10763-014-9529-x
      DOI: https://doi.org/10.1007/s10763-014-9529-x

    • Melhuish, E., Quinn, L., Hanna, K., Sylva, K., Siraj-Blatchford, I., Sammons, P., & Taggart, B. (2006). Effective Pre-school Provision in Northern Ireland (EPPNI) Summary Report. Stranmillis University College Belfast. https://www.education-ni.gov.uk/

    • Hanna, K., Melhuish, E., Quinn, L., Sylva, K., Siraj-Blatchford, I., SAMMONS, P., & Taggart, B. (2005). The Effective Pre-school Provision Northern Ireland (EPPNI) Project: Technical Paper 13: Identifying and Monitoring Changes in Special Educational Needs in the Early Years. Stranmillis Press. http://eprints.ioe.ac.uk/16005/

    • Quinn, L., Hanna, K., Melhuish, E., Siraj-Blatchford, I., Sylva, K., Sammons, P., & Taggart, B. (2004). Effective Pre-school Provision Northern Ireland (EPPNI) Project: Case Studies of Early Years Settings. Stranmillis Press. http://eprints.ioe.ac.uk/15995/

    • Quinn, L., Melhuish, E., Hanna, K., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Pre-school Provision Northern Ireland (EPPNI) Project: Technical Paper 7: Pre-school Experience and Social/Behavioural Development at the End of Year 1 of Primary School. The Stranmillis Press. http://eprints.ioe.ac.uk/16003/

    • Melhuish, E., Quinn, L., Hanna, K., Sylva, K., Siraj-Blatchford, I., Sammons, P., & Taggart, B. (2004). The Effective Pre-school Provision Northern Ireland (EPPNI) Project: Technical Paper 9: Pre-school Experience and Social/Behavioural Development at the End of Year 2 of Primary School. Stranmillis Press. http://eprints.ioe.ac.uk/16002/

    • Taggart, B., Sammons, P., Smees, R., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2004). The Early Years Transition and Special Education Needs (EYTSEN) Project: Technical Paper 3: Special Educational Needs in the Early Years: The Parents’ Perspective. Institute of Education, University of London/ Department for Education and Skills. http://eprints.ioe.ac.uk/5318/

    • Melhuish, E., Hanna, K., Quinn, L., Sylva, K., Siraj-Blatchford, I., Sammons, P., & Taggart, B. (2004). The Effective Pre-school Provision Northern Ireland (EPPNI) Project: Technical Paper 11: Pre-school Experience and Social/Behavioural Development at the End of Year 3 of Primary School. Stranmillis Press. http://eprints.ioe.ac.uk/16004/

    • 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. Department for Education and Skills. http://eprints.ioe.ac.uk/16514/

    • Sammons, P., Smees, R., Taggart, B., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2002). The Early Years Transition and Special Educational Needs (EYTSEN) Project: Technical Paper 1: Special Needs Across the Pre-School Period. Institute of Education, University of London/ Department for Education and Skills. http://eprints.ioe.ac.uk/5283/

    • MELHUISH, E., Quinn, L., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., & Currie, G. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 4: Pre-school Experience and Social/behavioural Development at the Start of Primary School. Stranmillis Press.

    • MELHUISH, E., Quinn, L., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., McSherry, K., & McCrory, M. (2001). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 2: Cognitive and Social/behavioural Development at 3-4 years in Relation to Family Background. Stranmillis Press.

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