QUALIFICATIONS
- B.A. in Psychology and Social Relations, Harvard University
- M.A. in Developmental Psychology, Harvard University
- Ph.D. in Developmental Psychology, Harvard University
RESEARCH
Kathy Sylva’s research interests include:
- Early childhood curriculum and assessment
- The ‘effectiveness’ of education in the pre-school and primary phases
- The contribution of parents to children’s learning
- Children’s Centres and Family Hubs
- Supporting parents in behaviour management and learning
- Reading Recovery and other literacy interventions
Kathy has conducted large-scale studies on the effects of early education and care on children’s development and has led several RCTs to evaluate parenting interventions. She has been specialist adviser to Parliamentary Select Committees and currently advises Ofsted, the Early Intervention Foundation, and the Education Endowment Foundation.
AWARDS AND DISTINCTIONS
Kathy is a Fellow of the British Academy, the Academy of Social Sciences, the British Psychological Society, and recipient of the British Educational Research Association’s Nisbett Award in 2014. She received an OBE for services to children and families in 2008 and has honorary doctorates from the Open University, Oxford Brookes, and the University of Gothenburg.
CURRENT RESEARCH PROJECTS
- PI on ‘Early Years Covid 19 Recovery – Mentors and Experts Programme’ in collaboration with Ecorys, funded by the Department for Education
- CI on ‘Coaching Early Conversations, Interaction and Language’ With Ariel Lindorff (PI) Sutton Trust
Research
Books
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).
SIRAJ, I., Taggart, B., SAMMONS, P., Melhuish, E., Sylva, K., & Shepherd, D.-L. (2019). Teachers in Effective Primary Schools. UCL-IOE Press & Trentham Books.
Sylva, K. (2017). Foreword (p. xiii - xvii).
Sylva, K. (2017). Foreword (p. xiii - xvii).
Siraj-Blatchford, I., Shepherd, D.-L., Sammons, P., Taggart, B., Melhuish, E., & Sylva, K. (2014). Effective Teachers in primary Schools: key research on pedagogy and children’s learning. Trentham Books.
Sylva, K. (2010). Introduction: Why EPPE? (pp. 1-7).
Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2006). Assessing quality in the early years: Early childhood environment rating scale. Teachers College Press.
Quinn, L., MELHUISH, E., Hanna, K., Sylva, K., Siraj-Blatchford, I., SAMMONS, P., Taggart, B., & Doyle, A. (2005). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 12: Pre-school Experience and Literacy and Numeracy Development At the End of Key Stage 1. Stranmillis University Press.
MELHUISH, E., Quinn, L., Hanna, K., Sylva, K., Siraj-Blatchford, I., SAMMONS, P., & Taggart, B. (2004). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 9: Pre-school Experience and Social/Behavioural Development at the End of Year 2 of Primary School. Stranmillis University Press.
Quinn, L., Hanna, K., MELHUISH, E., Siraj-Blatchford, I., Sylva, K., SAMMONS, P., & Taggart, B. (2004). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 8: EPPNI Case Studies. Stranmillis University Press.
Quinn, L., MELHUISH, E., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., Hanna, K., & Sweeney, G. (2003). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper Technical Paper 6: Pre-school experience and cognitive development and progress at the end of Year 1. Stranmillis Press.
MELHUISH, E., Quinn, L., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., & Shields, C. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 5: Pre-school Experience and Cognitive Development at the Start of Primary School. Stranmillis Press.
Quinn, L., Colhoun, J., Taggart, B., MELHUISH, E., Siraj-Blatchford, I., Sylva, K., SAMMONS, P., & McSherry, K. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 3: Pre-school Centre Characteristics: An Analysis of Centre Manager Interviews. Stranmillis University Press.
MELHUISH, E., Quinn, L., McSherry, K., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., Taggart, B., & Guimares, S. (2002). The Effective Pre-school Provision in Northern Ireland Project, Technical Paper 1: Characteristics of Pre-school Environments in Northern Ireland: An Analysis of Observational Data. Stranmillis Press.
Sylva, K., SAMMONS, P., MELHUISH, E., Siraj-Blatchford, I., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 1: An introduction to the EPPE project. Institute of Education.
SAMMONS, P., Sylva, K., MELHUISH, E., Siraj-Blatchford, I., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 2: Characteristics of the EPPE project sample at entry to the study. Institute of Education.
Siraj-Blatchford, I., Sylva, K., MELHUISH, E., SAMMONS, P., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 3: Contextualising EPPE: Interviews with Local Authority coordinators and centre managers. Institute of Education.
MELHUISH, E., Sylva, K., SAMMONS, P., Siraj-Blatchford, I., & Taggart, B. (1999). The Effective Provision of Pre-school Education Project, Technical Paper 4: Parent, family and child characteristics in relation to type of pre-school and socio-economic differences. Institute of Education.
Book chapters
Sylva, K., & Pugh, G. (2020). Transforming the early years in England. In The Routledge Reader in Early Childhood Education (pp. 177-194). Taylor & Francis.
Jelley, F., Sylva, K., & Villalobos, V. (2019). SUPPORTING CHILDREN’S LEARNING AT HOME THROUGH SMARTPHONE APPS FOR PARENTS. In The Routledge International Handbook of Learning with Technology in Early Childhood (pp. 324-337).
Sylva Κ., & Colman, P. (2018). Preschool Intervention to Prevent Behaviour Problems and School Failure. In Parenting, Schooling and Children’s Behaviour (pp. 75-88). Taylor & Francis.
Sylva, K. (2017). Developmental psychology and the pre-school curriculum. In Child Psychology in Action: Linking Research and Practice (pp. 127-142).
Sylva, K. (2017). Foreword (p. xiii - xvii).
Evangelou, M., Goff, J., Sylva, K., Sammons, P., Smith, T., Hall, J., & Eisenstadt, N. (2017). Children’s Centres: An English Intervention for Families Living in Disadvantaged Communities. In Handbook on Positive Development of Minority Children and Youth (pp. 455-470). Springer Nature.
Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2015). Home, Pre-school and Primary school effects when children are aged 11. In E. Mallou (Ed.), Kindergarten Teachers’s Handbook: Theory and Action.
Mathers, S., Roberts, F., & Sylva, K. (2013). Quality in Early Childhood Education. In G. Pugh & B. Duffy (Eds.), Contemporary Issues in the Early Years. SAGE Publications Limited.
Mathers, S., Roberts, F., & Sylva, K. (2013). Quality in early childhood education. In G. Pugh & B. Duffy (Eds.), Contemporary Issues in the Early Years (pp. 55-72). Sage Publications.
Sylva, K., Chan, L., Sammons, P., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2011). Emergent Literacy Environments: Home and Preschool Influences on Children’s Literacy Development. In Handbook of Early Literacy Research. Guilford Press.
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.
Sylva, K. (2010). Re-thinking the evidencebase for early years policy and practice. In Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project (pp. 223-235).
Sylva, K. (2010). Quality in early childhood settings. In Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education Project (pp. 70-91).
Roberts, F., Mathers, S., Joshi, H., Sylva, K., & Jones, E. (2010). Childcare in the pre-school years. In Children of the 21st Century: The First Five Years (pp. 131-152).
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 (pp. 47-62). Sage Publications.
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. In Frühpädagogische Förderung in Institutionen Zeitschrift für Erziehungswissenschaft. Sonderheft 11 | 2008 (pp. 179-198). Springer-Verlag.
Sylva, K., & Siraj-Blatchford, I. (2009). Early Childhood in Focus 5 Effective Early Childhood Programmes. In Early Childhood in Focus 5 Effective Early Childhood Programmes (pp. 28-29). Bernard van Leer Foundation.
Good, J., Kucirkova, N., Sylva, K., Evangelou, M., & Goff, J. (2008). Enhancing Parental Involvement: the parent sub-sample. In M. Evangelou, K. Sylva, A. Edwards, & T. Smith (Eds.), DCSF Research Report RR039 - Supporting Parents in Promoting Early Learning: The evaluation of the early learning partnership project (pp. 84-110).
Melhuish, E., Belsky, J., Leyland, A., & Barnes, J. (n.d.). Welche Auswirkungen hatte die Einfunhrung lokaler Sure Start Programme auf dreijahrige Kinder und ihre Familien in England? Eine quasi-experimentelle Beobachtungstudie. In K. Sylva & B. Taggart (Eds.), Fruhe Bildung zahlt: Das Effective Pre-school and Primary Education Projekt (EPPE) und das Sure Start Programm. DohrmanVelag.
Journal articles
Joseph, A., Sylva, K., Sammons, P., & Siraj, I. (2024). 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, 94(1), 22-40.
Davison, K., Malmberg, L.-E., & Sylva, K. (2023). Academic help-seeking interactions in the classroom: A microlongitudinal study. The British Journal of Educational Psychology, 93(1), 33-55.
Sammons, P., Sylva, K., Hall, J., Evangelou, M., & Smees, R. (2022). Challenges facing interventions to promote equity in the early years: exploring the ‘impact’, legacy and lessons learned from a national evaluation of Children’s Centres in England. Oxford Review of Education, 49(1), 114-135.
Zhang, M., & Sylva, K. (2021). Effects of group membership and visual access on children’s selective trust in competitive and non-competitive contexts. Cognitive Development, 57, 100972.
Hall, J., Sylva, K., Sammons, P., Smees, R., Evangelou, M., Smith, T., & Goff, J. (2021). Investigating the reliability and validity of the Toddler Home Learning Environment (THLE) scale. Frontiers in Education, 6, 581005.
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.
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).
Von Spreckelsen, M., Dove, E., Coolen, I., Mills, A., Dowker, A., Sylva, K., Ansari, D., Merkley, R., Murphy, V., & Scerif, G. (2019). Let’s talk about maths: The role of observed ’maths-talk’ and maths provision in pre-schoolers’ numeracy. Mind, Brain, and Education, 13(4), 326-340.
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.
Murphy, V., Karemaker, J., Sylva, K., Kanji, G., & Jelley, F. (2019). Effective intervention to support oral language skills in English as an additional language in the early years. TEANGA: Journal of the Irish Association of Applied Linguistics, 10(Special Issue 10), 1-18.
Hall, J., Sammons, P., Smees, R., Sylva, K., Evangelou, M., Goff, J., Smith, T., & Smith, G. (2019). Relationships between families’ use of Sure Start Children’s Centres, changes in home learning environments, and preschool behavioural disorders. Oxford Review of Education, 45(3), 367-389.
Hurry, J., Flouri, E., & Sylva, K. (2018). Literacy Difficulties and Emotional and Behavior Disorders: Causes and Consequences. Journal of Education for Students Placed at Risk, 23(3), 259-279.
Sammons, P., Toth, K., & Sylva, K. (2017). The drivers of academic success for ‘bright’ but disadvantaged students: A longitudinal study of AS and A-level outcomes in England. Studies in Educational Evaluation, 57, 31-41.
Barlow, J., Beake, S., Bick, D., Bryson, C., Day, L., Gilby, N., Glover, V., Knibbs, S., Leyland, A., Lindsay, G., Mathers, S., McKenna, K., Petrou, S., Purdon, S., Sylva, K., Summerbell, C., Tudor, F., Wheeler, A., & Woolgar, V. (2017). Initial protocol for a national evaluation of an area-based intervention programme (A Better Start) on early-life outcomes: a longitudinal cohort study with comparison (control) cohort samples. BMJ Open, 7(8).
Sammons, P., Sylva, K., Hall, J., Siraj, I., Melhuish, E., Taggart, B., & Mathers, S. (2017). Establishing the effects of quality in early childhood: comparing evidence from England. Early Education.
Karemaker, A., Jelley, F., Clancy, C., & Sylva, K. (2017). The effects on children’s literacy skills of reading e-books with different features: Are ’bells and whistles’ over-rated?. International Journal of Child-Computer Interaction, 12, 30-36.
Kucirkova, N., Dale, P., & Sylva, K. (2016). Parents reading with their 10-month-old babies: key predictors for high-quality reading styles. Early Child Development and Care, 188(2), 195-207.
Barlow, J., Barnes, J., Sylva, K., Fonagy, P., & Fearon, P. (2016). Questioning the outcome of the Building Blocks trial. Lancet, 387(10028), 1615-1616.
Hall, J., Sammons, P., Sylva, K., Evangelou, M., Eisenstadt, N., Smith, T., & Smith, G. (2016). Disadvantaged families are at greatest risk from austerity cuts to children’s centres. BMJ, 352, i897.
Malmberg, L., Lewis, S., West, A., Murray, E., Sylva, K., & Stein, A. (2015). The influence of mothers’ and fathers’ sensitivity in the first year of life on children’s cognitive outcomes at 18 and 36 months. Child: Care, Health and Development, 42(1), 1-7.
Chan, L., & Sylva, K. (2015). Exploring emergent literacy development in a second language: A selective literature review and conceptual framework for research. Journal of Early Childhood Literacy, 15(1), 3-36.
Hall, J., Eisenstadt, N., Sylva, K., Smith, T., Sammons, P., Smith, G., Evangelou, M., Goff, J., Tanner, E., Agur, M., & Hussey, D. (2015). A review of the services offered by English Sure Start Children’s Centres in 2011 and 2012. Oxford Review of Education, 41(1), 89-104.
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.
Sylva, K. (2014). The role of families and pre-school in educational disadvantage. Oxford Review of Education, 40(6), 680-695.
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.
Mathers, S., Sylva, K., Eisenstadt, N., Soukakou, E., & Ereky-Stevens, K. (2014). Supporting early learning for children under three: research and practice. Journal of Children’s Services, 9(2), 177-187.
Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2014). Las influencias del hogar, el pre-escolar y la escuela primaria sobre el rendimiento educativo a los once años del niño. Education Policy Analysis Archives, 22, 112 - 1.
Stein, A., Malmberg, L., 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.
Stein, A., Malmberg, L.-E., Leach, P., Barnes, J., Sylva, K., & FCCC Team, . (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. (2013). Enabling parents to support their children’s learning at home. EUROPEAN CHILD & ADOLESCENT PSYCHIATRY, 22, S132 - S132.
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 für Erziehungswissenschaft, 16(2), 277-301.
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.
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.
Nayak, G., & Sylva, K. (2013). The effects of a guided reading intervention on reading comprehension: a study on young Chinese learners of English in Hong Kong. Language Learning Journal, 41(1), 85-103.
Evangelou, M., Coxon, K., Sylva, K., Smith, S., & Chan, L. (2013). Seeking to Engage ’Hard-to-Reach’ Families: Towards a Transferable Model of Intervention. Children and Society, 27(2), 127-138.
Evangelou, M., Coxon, K., Sylva, K., Smith, S., & Chan, L. (2013). Seeking to Engage ‘Hard‐to‐Reach’ Families: Towards a Transferable Model of Intervention. Children & Society, 27(2), 127-138.
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.
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.
Nunes, T., Bryant, P., Barros, R., & Sylva, K. (2012). The relative importance of two different mathematical abilities to mathematical achievement. British Journal of Educational Psychology, 82(1), 136-156.
Nunes, T., Bryant, P., Barros, R., & Sylva, K. (2012). The relative importance of two different mathematical abilities to mathematical achievement. The British Journal of Educational Psychology, 82(Pt 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 Psychology, 9(1), 47-60.
Goff, J., Evangelou, M., & 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 FUR FAMILIENFORSCHUNG, 24(2), 160-177.
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.
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.
Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj-Blatchford, I. (2011). O poder da pré-escola: evidências de um estudo longitudinal na Inglaterra. Cadernos De Pesquisa, 41(142), 68-99.
Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L.-E., & FCCC-team, . (2011). Effects of early child-care on cognition, language, and task-related behaviours at 18 months: an English study. The British Journal of Developmental Psychology, 29(Pt 1), 18-45.
Malmberg, L.-E., Mwaura, P., & Sylva, K. (2011). Effects of a preschool intervention on cognitive development among East-African preschool children: A flexibly time-coded growth model. Early Childhood Research Quarterly, 26(1), 124-133.
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.
Barnes, J., Leach, P., Malmberg, L., Stein, A., Sylva, K., & Team, T. (2010). Experiences of childcare in England and socio‐emotional development at 36 months. Early Child Development and Care, 180(9), 1215-1229.
Yang, T., 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 : JSPN, 15(4), 272-281.
Scott, S., Sylva, K., Doolan, M., Price, J., Jacobs, B., Crook, C., & Landau, S. (2010). Randomised controlled trial of parent groups for child antisocial behaviour targeting multiple risk factors: the SPOKES project. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 51(1), 48-57.
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, 37(3), 421-441.
Yang, T., Lunt, I., & Sylva, K. (2009). Peer stress-related coping activities in young adolescents’ asthma management. The Journal of Asthma : Official Journal of the Association for the Care of Asthma, 46(6), 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(3), 331-352.
Lewis, S., West, A., Stein, A., Malmberg, L.-E., Bethell, K., Barnes, J., Sylva, K., Leach, P., & Families, Children and Child Care (FCCC) project team, . (2009). A comparison of father-infant interaction between primary and non-primary care giving fathers. Child: Care, Health and Development, 35(2), 199-207.
West, A., Lewis, S., Ram, B., Barnes, J., Leach, P., Sylva, K., Stein, A., & FCCC project team, . (2009). Why do some fathers become primary caregivers for their infants? A qualitative study. Child: Care, Health and Development, 35(2), 208-216.
Lubans, D., & Sylva, K. (2009). Mediators of change following a senior school physical activity intervention. Journal of Science and Medicine in Sport, 12(1), 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. 179-198.
Mwaura, P., Sylva, K., & Malmberg, L. (2008). Evaluating the Madrasa preschool programme in East Africa: a quasi‐experimental study. International Journal of Early Years Education, 16(3), 237-255.
Sylva, K., Scott, S., Totsika, V., Ereky-Stevens, K., & Crook, C. (2008). Training parents to help their children read: a randomized control trial. The British Journal of Educational Psychology, 78(Pt 3), 435-455.
Stein, A., Malmberg, L.-E., Sylva, K., Barnes, J., Leach, P., & FCCC team**, . (2008). The influence of maternal depression, caregiving, and socioeconomic status in the post-natal year on children’s language development. Child: Care, Health and Development, 34(5), 603-612.
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.
Townsend, M., 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 Behavior, 40(3), 181-186.
Lubans, D., Sylva, K., & Osborn, Z. (2008). Convergent Validity and Test–Retest Reliability of the Oxford Physical Activity Questionnaire for Secondary School Students. Behaviour Change, 25(1), 23-34.
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.
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.
Leach, P., Barnes, J., Malmberg, L., Sylva, K., Stein, A., & team, T. (2008). 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(2), 177-209.
Malmberg, L.-E., Stein, A., West, A., Lewis, S., Barnes, J., Leach, P., Sylva, K., & FCCC, . (2007). Parent-infant interaction: a growth model approach. Infant Behavior & Development, 30(4), 615-630.
Nath, S., & Sylva, K. (2007). Children’s access to pre‐school education in Bangladesh. International Journal of Early Years Education, 15(3), 275-295.
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(3), 261-274.
Hurry, J., & Sylva, K. (2007). Long‐term outcomes of early reading intervention. Journal of Research in Reading, 30(3), 227-248.
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.
Barnes, J., Ram, B., Leach, P., Altmann, L., Sylva, K., Malmberg, L., Stein, A., & Team, T. (2007). Factors associated with negative emotional expression: a study of mothers of young infants. Journal of Reproductive and Infant Psychology, 25(2), 122-138.
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.
Evangelou, M., & 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).
Lubans, D., Sylva, K., & Morgan, P. (2007). Factors associated with physical activity in a sample of British secondary school students. Australian Journal of Educational and Developmental Psychology, 7, 22-30.
Sylva, K., Stein, A., Leach, P., Barnes, J., Malmberg, L.-E., & FCCC-team, T. (2007). Family and child factors related to the use of non-maternal infant care: An English study. Early Childhood Research Quarterly, 22(1), 118-136.
Brave, R., & Sylva, K. (2007). Exhibiting eugenics: response and resistance to a hidden history. The Public Historian, 29(3), 33-51.
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(3), 252-268.
Leach, P., Barnes, J., Nichols, M., Goldin, J., Stein, A., Sylva, K., Malmberg, L., & team, T. (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(5), 471-502.
Barnes, J., Leach, P., Sylva, K., Stein, A., Malmberg, L., & Families, C. (2006). Infant care in England: mothers’ aspirations, experiences, satisfaction and caregiver relationships. Early Child Development and Care, 176(5), 553-573.
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 & Research in Education, 19(2), 63-82.
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.
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.
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(3), 207-224.
Siraj‐Blatchford, I., & Sylva, K. (2004). Researching pedagogy in English pre‐schools. British Educational Research Journal, 30(5), 713-730.
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.
Totsika, V., & Sylva, K. (2004). The Home Observation for Measurement of the Environment Revisited. Child and Adolescent Mental Health, 9(1), 25-35.
Sylva, K. (2000). Untitled. OXFORD REVIEW OF EDUCATION, 26(3-4), 293-297.
Pretzlik, U., & Sylva, K. (1999). Paediatric patients’ distress and coping during medical treatment: a self report measure. Archives of Disease in Childhood, 81(6), 525-527.
Hadeed, J., & Sylva, K. (1999). Behavioral observations as predictors of children’s social and cognitive progress in day care. Early Child Development and Care, 154(1), 13-30.
Hadeed, J., & Sylva, K. (1999). Center care and education in Bahrain: Does it benefit children’s development?. Early Child Development and Care, 157(1), 67-87.
Pretzlik, U., & Sylva, K. (1999). Paediatric patients’ distress and coping: an observational measure. Archives of Disease in Childhood, 81(6), 528-530.
Nath, S., Sylva, K., & Grimes, J. (1999). Raising Basic Education Levels in Rural Bangladesh: The Impact of a Non-formal Education Programme. International Review of Education, 45(1), 5-26.
Sylva, K., & Evans, E. (1999). Preventing failure at school. Children and Society, 13(4), 278-286.
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(5), 637-649.
Sylva, K., Hurry, J., Mirelman, H., Burrell, A., & Riley, J. (1999). Evaluation of a focused literacy teaching programme in reception and year 1 classes: Classroom observations. British Educational Research Journal, 25(5), 617-635.
Kwan, C., Sylva, K., & Reeves, B. (1998). Day care quality and child development in Singapore. Early Child Development and Care, 144(1), 69-77.
Sylva, K. (1997). Editorial. International Journal of Phytoremediation, 21(1), 2-3.
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(4), 373-384.
Sylva, K. (1997). Critical periods in childhood learning. British Medical Bulletin, 53(1), 185-197.
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(1), 17-35.
Sylva, K. (1994). School influences on children’s development. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 35(1), 135-170.
Doswell, G., Lewis, V., Sylva, K., & Boucher, J. (1994). Validational data on the Warwick Symbolic Play Test. European Journal of Disorders of Communication : The Journal of the College of Speech and Language Therapists, London, 29(3), 289-298.
Sylva, K. (1993). The Impact of Early Learning on Children’s Later Development A review prepared for the RSA inquiry ’Start Right’. European Early Childhood Education Research Journal, 1(1), 17-40.
Sylva, K. (1993). Work or Play in the Kindergarten?. Singapore Journal of Education, 13(1), 26-31.
Sylva, K. (1993). Play in hospital: when and why it’s effective. Current Paediatrics, 3(4), 247-249.
Sylva, K., Blatchford, I., & Johnson, S. (1992). The impact of the U.K. National Curriculum on pre-school practice: Some "top-down" processes at work. International Journal of Early Childhood, 24(1), 41-51.
Sylva, K. (1992). Conversations in the nursery: How they contribute to aspirations and plans. Language and Education, 6(2-4), 141-148.
Sylva, K. (1990). Introduction. Early Child Development and Care, 58(1), 1.
Sylva, K. (1990). Evaluating early education programmes. Early Child Development and Care, 58(1), 97-107.
Sylva, K. (1989). Does early intervention ’work’?. Archives of Disease in Childhood, 64(8), 1103-1104.
Halsey, A., & Sylva, K. (1987). Plowden: History and prospect. Oxford Review of Education, 13(1), 3-11.
Moore, E., & Sylva, K. (1985). The What and Wherefore of Nursery Record‐keeping. British Educational Research Journal, 11(3), 241-251.
Sylva, K. (1984). A Hard-Headed Look At The Fruits Of Play. Early Child Development and Care, 15(2-3), 171-183.
Hudson, B., & Sylva, K. (1980). Psychology and social work. British Journal of Social Work, 10(3), 367-370.
Bruner, J., Jolly, A., & Sylva, K. (1978). Play-Its Role in Development and Evolution (Book). Journal of Personality Assessment, 42(5), 549-550.
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.
Melhuish, E., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (n.d.). Home, Pre-school and Primary school influences upon children’s educational attainment at age 11. Revista De Política Educativa.
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.
Siraj-Blatchford, I., Mayo, A., Melhuish, E., Taggart, B., Sammons, P., & Sylva, K. (n.d.). The learning life course of at ‘risk’ children aged 3-16: Perceptions of students and parents about ‘succeeding against the odds’. Scottish Educational Review, 14(2), 5-17.
Sammons, P., Sylva, K., Siraj-Blatchford, I., Melhuish, E., & Taggart, B. (n.d.). Is public investment in the early years worthwhile?. Early Education, 54, 3-4.
Reports
Lindorff, A., Sylva, K., Ereky-Stevens, K., & Joseph, A. (2022). Coaching Early Conversation, Interaction and Language (CECIL) Impact evaluation. Sutton Trust.
Jelley, F., Sylva, K., & Karemaker, A. (2016). EasyPeasy parenting app: findings from an efficacy trial on parent engagement and school readiness skills. Sutton Trust.
Sylva, K., Jelley, F., Karemaker, A., Ebbens, A., & Archer, A. (2016). Final report to the Educational Endowment Foundation (EEF) on the SPOKES intervention.
Sylva, K., Pastori, G., Lerkkanen, M., Slot, P., & Ereky-Stevens, K. (2016). Integrative report on a culture-sensitive quality & curriculum framework. CARE Curriculum Quality Analysis and Impact Review of European ECEC, WP2, D2.4.
Sammons, P., Smees, R., Hall, J., Goff, J., Sylva, K., Smith, T., Evangelou, M., Eisenstadt, N., & Smith, G. (2015). Changes in resourcing and characteristics of children’s centres: Evaluation of children’s centres in England (ECCE, Strand 4). In Changes in resourcing and characteristics of children’s centres. Department for Education.
Sammons, P., Hall, J., Smees, R., Goff, J., Sylva, K., Smith, T., Evangelou, M., Eisenstadt, N., & Smith, G. (2015). The impact of children’s centres: studying the effects of children’s centres in promoting better outcomes for young children and their families: evaluation of Children’s Centres in England (ECCE, Strand 4): research report
. In impact of children’s centres. Department for Education.
Sammons, P., Toth, K., & Sylva, K. (2015). Background to success: differences in A-Level entries by ethnicity, neighbourhood and gender. In Background to Success: differences in A-Level entries by ethnicity, neighbourhood and gender Report for the Sutton Trust. Sutton Trust.
Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2015). Pre-school and early home learning effects on A-level outcomes: Effective Pre-school, Primary & Secondary Education Project (EPPSE). DfE.
Sammons, P., Toth, K., & Sylva, K. (2015). Subject to Background: What promotes better achievement by bright but disadvantaged students?. In The Sutton Trust. Sutton Trust.
Sammons, P., Toth, K., Sylva, K., Melhuish, E., Siraj, I., & Taggart, B. (2015). Pre-school and Early Home Learning Environment Effects on A-level Outcomes, DfE Research Report 472a and 472b (Technical Report). DfE.
Sammons, P., Smees, R., Hall, J., Goff, J., Sylva, K., Smith, T., Evangelou, M., Eisenstadt, N., & Smith, G. (2015). Evaluation of Children’s Centres in England (ECCE). Strand 4: Managing change and resourcing for Children’s Centres. DfE.
Sylva, K., Goff, J., Eisenstadt, N., Smith, T., Hall, J., Evangelou, M., Smith, G., & Sammons, P. (2015). Organisation, Services and Reach of Children’s Centres: Evaluation of Children’s Centres in England (ECCE, Strand 3). DfE.
Sylva, K., Melhuish, E., Sammons, P., Siraj, I., Taggart, B., Smees, R., Welcomme, W., & Hollingworth, K. (2014). Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE). In DfE Research Report (pp. 1-286). DfE.
Siraj, I., Hollingsworth, K., Taggart, B., Sammons, P., Melhuish, E., & Sylva, K. (2014). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Report on students who are not in Education, Employment or Training (NEET). Institute of Education.
Siraj, I., Hollingworth, K., Taggart, B., Sammons, P., Melhuish, E., & Sylva, K. (2014). Report on students who are not in Education, Employment or Training (NEET). Institute of Education & Department of Education.
Mathers, S., Eisenstadt, N., Sylva, K., Soukakou, E., & Ereky-Stevens, K. (2014). Sound Foundations: A review of the research evidence on quality for early childhood education and care for children under three. Implications for policy and practice.
Sylva, K., Ereky-Stevens, K., & Aricescu, A. (2014). Overview of European ECEC curricula and curriculum template. CARE Curriculum quality analysis and impact review of European ECEC, WP2, D2.1.
Evangelou, M., Goff, J., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T., Tracz, R., & Parkin, T. (2014). Evaluation of children’s centres in England - strand 3: parenting services in children’s centres. DfE.
Sylva, K., Melhuish, E., Sammons, P., Siraj, I., Taggart, B., Smees, R., Toth, K., Welcomme, W., & Hollingworth, K. (2014). Students’ educational and developmental outcomes at age 16: Effective pre-school, primary and secondary education (EPPSE). DfE.
Taggart, B., Sammons, P., Siraj, I., Sylva, K., Melhuish, E., Toth, K., Smees, R., Hollingworth, K., & Welcomme, W. (2014). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Post 16 destinations. Institute of Education.
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+): Influences on students’ dispositions and well-being in Key Stage 4 at age 16. Institute of Education.
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Effective Pre-school, Primary and Secondary Education Project (EPPSE 3-16+: Students’ views of school in Key Stage4 at age 16. Institute of Education.
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., & Toth, K. (2014). Influences on students’ social-behavioural development at age 16: Effective pre-school, primary and secondary education project (EPPSE). BRIEF. DfE.
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., & Toth, K. (2014). Influences on students’ social-behavioural development at age 16: Effective pre-school, primary and secondary education project (EPPSE). DfE.
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Influences on students’ dispositions and well-being in Key Stage 4 age 16. Institute of Education & Department of Education.
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Toth, K., & Smees, R. (2014). Influences on students’ GCSE attainment and progress at age 16: Effective pre-school, primary and secondary education project (EPPSE). DfE.
Taggart, B., Sammons, P., Siraj, I., Sylva, K., Melhuish, E., Toth, K., Smees, R., Hollingworth, K., & Welcomme, W. (2014). Post age 16 destinations. Institute of Education & Department of Education.
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Students’ views of school in Key Stage 4 age 16. Institute of Education & Department of Education.
Sammons, P., Sylva, K., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Influences on student’s social-behavioural development at age 16. Institute of Education and DfE.
Sylva, K., Sammons, P., Melhuish, E., Siraj, I., Taggart, B., Smees, R., Toth, K., & Welcomme, W. (2014). Students’ educational and developmental outcomes at age 16: Final Report from Key Stage 4. DfE.
Evangelou, M., Goff, J., Hall, J., Sylva, K., Smith, T., Smith, G., Eisenstadt, N., Sammons, P., Smees, R., & Chu, K. (2013). Evaluation of Children’s Centres in England (ECCE). Strand 3: Delivery of Family Services by Children’s Centres. In Evaluation of Children’s Centres in England (ECCE). DfE.
Maisey, R., Speight, S., Haywood, S., Hall, J., Sammons, P., Hussey, D., Goff, J., Evangelou, M., & Sylva, K. (2013). Evaluation of children’s centres in England (ECCE) - strand 2: baseline survey of families using children’s centres in the most disadvantaged areas. Department for Education.
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.
Tanner, E., Agur, M., Hussey, D., Hall, J., Sammons, P., Sylva, K., Smith, T., Evangelou, M., & Flint, A. (2012). Evaluation of children’s centres in England (ECCE). Strand 1: first survey of children’s centre leaders in the most deprived areas. In Evaluation of Children’s Centres in England (ECCE). Department for Education.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., Hunt, S., & Jelicic, H. (2012). The effect of starting pre-school at age 2 on long term academic and social-behavioural outcomes in Year 6 for more deprived children: Analyses conducted for the Strategy Unit. DfE.
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.
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.
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.
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.
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.
Goff, J., Sammons, P., Smees, R., Sylva, K., Hall, J., & Good, J. (2012). Leadership development resources for children’s centre staff: Children’s centre leaders questionnaire. National College for School Leadership.
Sylva, K., Roberts, F., Beckett, C., Doolan, M., Scott, S., Kallitsoglou, A., & Ford, T. (2011). Factors associated with levels of reading in the HCA trial. Report to DfE. NAPR/KCL.
Sylva, K., Roberts, F., Price, J., Scott, S., Doolan, M., & Beckett, C. (2011). Teaching parents to support their children’s reading: is it feasible? Report to DfE. NAPR/KCL.
Karemaker, A., Mathers, S., Hall, J., Sylva, K., & Clemens, S. (2011). Evaluation of the Graduate Leader Fund: factors relating to quality: findings from the baseline study
. In Graduate Leader Fund: evaluation. Department for Education.
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.
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 – Brief. Department of Education.
Siraj-Blatchford, I., Shepard, 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 classroom practice from the EPPSE 3-16 longitudinal study. Department of 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 from the EPPSE 3-16 longitudinal study. Department of Education.
Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J., & Siraj-Blatchford, I. (2011). National Evaluation of the Graduate Leader Fund: Technical Report. DfE.
Mathers, S., Ranns, H., Karemaker, A., Moody, A., Sylva, K., Graham, J., & Siraj-Blatchford, I. (2011). National Evaluation of the Graduate Leader Fund: Impact Study Final Report. DfE.
Goff, J., Sammons, P., Smees, R., Sylva, K., & Hall, J. (2011). Leadership development resources for children’s centre staff: Senior leadership team questionnaire (not centre leader). National College for School Leadership.
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.
Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Pre-school Experience and Key Stage 2 performance in English and Mathematics. Department for Education, Northern Ireland.
Nunes, T., Bryant, P., Sylva, K., & Barros Baertl, R. (2009). Development of maths capabilities and confidence in primary school.
Evangelou, M., Sylva, K., Kyriacou, M., Wild, M., & Glenney, G. (2009). Early Years Learning and Development Literature Review. DCSF Publications.
Smith, R., Purdon, S., Mathers, S., Sylva, K., Schneider, V., La Valle, I., Wollny, I., Owen, R., Bryson, C., & Lloyd, E. (2009). Early Education Pilot for Two Year Old Children Evaluation. DCSF Publications.
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.
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.
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.
Evangelou, M., Taggart, B., Sylva, K., Melhuish, E., & Sammons, P. (2008). Effective Pre-school, Primary and Secondary Education 3-14 Project (EPPSE 3-14). What Makes a Successful Transition from Primary to Secondary School?. DCSF Publications.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Hunt, S. (2008). Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11) Influences on children’s attainment and progress in Key Stage 2: cognitive outcomes in Year 6. DCSF Publications.
Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Partnership Project. DCSF Publications.
Evangelou, M., Coxon, K., & Sylva, K. (2008). Sutton Trust Evaluation Project (STEP): Phase 3 Research Report, An Evaluation of PEEP Provision for “excluded” families: Room to Play. Department of Education.
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.
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.
Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Smees, R., & Melhuish, E. (2008). Exploring pupils’ views of primary school in Year 5. Institute of Education, University of London.
Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Jelicic, H., Barreau, S., Grabbe, Y., & Smees, R. (2008). Relationships between pupils’ self-perceptions, views of primary school and their development in Year 5. Institute of Education, University of London.
Sammons, P., Sylva, K., Siraj-Blatchford, I., Taggart, B., Smees, R., & Melhuish, E. (2008). Influences on pupils’ self-perceptions in primary school: enjoyment of school, anxiety and isolation, and self-image in Year 5. Institute of Education, University of London.
Mathers, S., Sylva, K., & Joshi, H. (2007). Quality of Childcare Settings in the Millennium Cohort Study. DfES.
Mathers, S., & Sylva, K. (2007). National Evaluation of the Neighbourhood Nurseries Initiative: The Relationship Between Quality and Children’s Behavioural Development. DfES.
Sylva, K., Bynner, J., Wadsworth, M., Goldstein, H., Maughan, B., Purdon, S., Michael, R., & Hall, J. (2007). Cognitive Development and Education Outcomes. In J. Bynner, M. Wadsworth, H. Goldstein, B. Maughan, S. Purdon, & R. Michael (Eds.), Scientific case for a new birth cohort study: report to the Research Resources Board of the Economic and Social Research Council (pp. 39-48). Longview.
Sylva, K., Sammons, P., Taggart, B., Siraj-Blatchford, I., Melhuish, E., & Hall, J. (2006). Tracking children with SEN through the early years: Can education make a difference?. In The Vernon-Wall Lecture for the annual meeting of the Education Section of the British Psychological Society. British Psychological Society.
Malmberg, L., Davies, B., Walker, J., Barnes, J., Sylva, K., Stein, A., & Leach, P. (2005). Recruitment to and sample description of the Families, Children and Child Care (FCCC) study in relation to area characteristics (Technical Report). The Families, Children and Child Care Study.
Sammons, P., Smees, R., Taggart, B., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Elliot, K. (2004). Special Educational Needs in the Early Primary Years: Primary School entry up to the end of year 1. Institute of Education.
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). Effective Pre-school Education. DfES/London Institute of Education.
Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Elliot, K., & Marsh, A. (2004). Report on Year 6 Assessments. DfES/London Institute of Education.
Sylva, K., Sammons, P., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Elliot, K., & Marsh, A. (2004). The Continuing Effects of Pre-school Education at age 7 Years. DfES/London Institute of Education.
Evangelou, M., Sylva, K., Taylor, R., Rothwell, A., & Brooks, G. (2004). Enabling Parents: the role of PEEP in supporting parents as adult learners. Department of Education.
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.
Evangelou, M., & Sylva, K. (2003). The Effects of the Peers Early Educational Partnership (PEEP) on Children’s Developmental Progress. DFES Publications.
Sylva, K., Melhuish, M., Sammons, P., & Siraj, I. (n.d.). Effective Pre-school and Primary Education 3-11 Project (EPPSE 3-16+) Students educational and developmental outcomes at age 16. DfE publications.
Other
Sylva, K., Crook, C., Jelley, F., & Price, J. (2014). Supporting Parents on Kids’ Education in Schools (SPOKES) Literacy Programme: manual for Group Leaders. University of Oxford/King’s College London.
Goff, J., Sylva, K., Chan, L., Sammons, P., & Good, J. (2012). Leadership development resources for children’s centre staff - leadership rating scale. National College for School Leadership.
Sylva, K., Sammons, P., & Goff, J. (2011). Leadership development resources for children’s centre staff: Making the training pack work for you. National College for School Leadership.
Goff, J., Sylva, K., Chan, L., & Sammons, P. (2011). Leadership development
resources for children’s
centre staff
: leadership rating scale. National College for School Leadership.
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.
