Child development and learning in reception research

The analytical associate pool recently conducted a study on child development and learning in reception, commissioned by the Department of Education (DfE). The aim of the research was to address the following questions: 

• What level of development in maths, literacy, communication and language does a child need to be achieving by the end of reception in order to achieve good levels of later attainment?
• What should teaching content include and what is the best way to facilitate a reception age child to achieve optimal development and outcomes in maths, literacy, communication and language by the end of reception (with a particular focus on disadvantaged children)?
• What is the role of other skills such as executive function (e.g. ability to filter distractions, prioritise tasks, set and achieve goals) as well as self-regulation and physical development in the development of maths, literacy, communication and language in reception?
• What is the optimal level of development and approach to learning for the understanding the world and expressive arts and design Early Learning Goals (ELGs)?

The review drew on evidence in peer reviewed journals, published between 2009 and 2017, with a focus on English or UK evidence. Studies which met the inclusion criteria were assessed against pre-defined quality criteria assessing relevance, theoretical framing, methodological rigor and the reliability and validity of findings.

The final review included 148 high quality references (141 primary research and 7 secondary research or review).

The key findings can be read here: https://www.gov.uk/government/publications/analytical-associate-pool-summary-of-projects

The strength of evidence available varied across the research questions.

Findings support many elements of the existing EYFS Statutory Framework but also indicate new knowledge and understanding which have the potential to inform further refinements.