First published in 1988, this work reports on a major British study of children’s progress and behaviour in 33 infant schools. The research looks at children from nursery through to junior school and asks why some children had higher attainments and made more progress than others. Using observations not only in schools but also interviews with children and parents, the children’s skills on entering school were found to have an important effect on progress. In each school, black and white children, and girls and boys were studied, in order gauge whether gender or ethnicity were related to progress.
Foreword;
1. Background to the study
2. Our Research
3. The Project
Schools: Approaches to Teaching and to Parents
4. The Project Schools:
Observation of the Children
5. The Parents Role in Infant Schooling
6.
School Attainment and Progress: Ethnic Group, Sex, and School Effects
7.
Factors at Home Associated with Childrens Pre-school Skills and Their Later
School Progress
8. Factors at School Affecting Progress and Attainment
9. The
Childs Point of View
10. Progress Through the Infant School: Explanatory
Models
11. A Summary and Some Implications; References; Appendices; Indices
Barbara Tizard, Peter Blatchford, Jessica Burke, Clare farquhar, Ian Plewis
