Early Childhood Education

Iram Siraj is Professor of Child Development & Education at the University of Oxford. She is Adjunct Professor at the University of Stavanger, Norway, and Visiting Professor at University College London and the University of Wollongong, Australia. Iram’s research projects have included leading on the Evaluation of the Foundation Phase across Wales and she is  a principal investigator of the major DfE 17 -year study on Effective Pre-school, Primary and Secondary Education (EPPSE 3-16, 1997-2014) and of the influential Researching Effective Pedagogy in the Early Years project (REPEY). She has led on longitudinal studies/RCTs as a principal investigator in a number of countries including the UK, Australia and Ireland. She is specialist adviser to the House of Commons Select Committee on early education and has undertaken reviews of the Foundation Phase for the Welsh Govt. and of the workforce for the Scottish Govt. She has published widely.

• VOLUME ONE: FOUNDATIONAL AND CONTEMPORARY THOUGHT ON YOUNG CHILDREN, HOME AND SOCIETYVygotsky, Piaget and Education - Rheta DeVriesA Reciprocal Assimilation of Theories and Educational PracticesGetting Vygotskian about Theory of Mind - Charles FernyhoughMediation, Dialogue and the Development of Social Understanding From Social Interaction to Higher Psychological Processes - James WertschA Clarification and Application of Vygotsky′s TheoryFrom Mead to a Structural Symbolic Interactionism and beyond - Sheldon StrykerNature-Nurture Reconceptualized in Developmental Perspective - Urie Bronfenbrenner and Stephen CeciA Bioecological ModelSocioeconomic Status Modifies Heritability of IQ in Young Children - Eric Turkheimer et alParenting and Its Effect on Children - Eleanor MaccobyOn Reading and Misreading Behaviour GeneticsEcology of Developmental Processes - Urie Bronfenbrenner and Pamela MorrisCulture Structures the Environment for Development - Charles Super and Sara HarknessLearning from Others - Susan GelmanChildren′s Construction of ConceptsDevelopment in the Family - Ross ParkeFirst-Hand Learning through Intent Participation - Barbara Rogoff et alAutonomy and Relatedness in Cultural Context - Çi?dem Ka??tç?ba??Implications for Self and FamilyCultural Models, Socialization Goals and Parenting Ethnotheories - Heidi Keller et alA Multicultural AnalysisPost-Vygotskian Lenses on Western Early Childhood Education - Marilyn FleerMoving the Debate forward An Integrative Model for the Study of Developmental Competencies in Minority Children - Cynthia García Coll et alVOLUME TWO: IMPLICATIONS FOR EARLY CHILDHOOD CURRICULUM AND PEDAGOGYExecutive Summary to Eager to Learn - Barbara Bowman, M. Suzanne Donovan and M. Susan BurnsEducating Our Pre-SchoolersQuality Support Infrastructure in Early Childhood - Lenette Azzi-LessingStill (Mostly) MissingQuality of the Pre-School and Home Environment as a Context of Children′s Language Development - Ljubica Marjanovi? Umek et alEffects of the Home-Learning Environment and Pre-School Center Experience upon Literacy and Numeracy Development in Early Primary School - Edward Melhuish et alThe Stability of Parenting Behaviours over the First Six Years of Life - Danielle Horvath Dallaire and Marsha WeinraubCultural Variation in Young Children′s Access to Work or Involvement in Specialized Child-Focused Activities - Gilda Morelli, Barbara Rogoff and Cathy AngelilloA Window into Different Cultural Worlds - Jonathan Tudge et alYoung Children′s Everyday Activities in the United States, Brazil and KenyaResearching Pedagogy in English Pre-Schools - Iram Siraj-Blatchford and Kathy SylvaPlaying and Working in Kindergarten - Paul Leseman, Linda Rollenberg and Jan RispensCognitive Co-Construction in Two Educational SituationsSymbolic Play - Ljubica Marjanovi? Umek and Petra Lešnik MusekOpportunities for Cognitive and Language Development in Pre-School SettingsPlaying House - Maureen KendrickA ′Sideways′ Glance at Literacy and Identity in Early ChildhoodThe Playing-Learning Child - Ingrid Pramling Samuelsson and Maj Asplund CarlssonTowards a Pedagogy of Early ChildhoodMake-Believe Play versus Academic Skills - Elena BodrovaA Vygotskian Approach to Today′s Dilemma of Early Childhood EducationSerious Fun - Laura Schulz and Elizabeth Baraff BonawitzPre-Schoolers Engage in More Exploratory Play When Evidence Is ConfoundedConceptualizing Progression in the Pedagogy of Play and Sustained Shared Thinking in Early Childhood Education - Iram Siraj-BlatchfordA Vygotskian Perspective Curricular Quality and Day-to-Day Learning Activities in Pre-School - Kathy Sylva et alChildren′s Early Numeracy in England, Finland and People′s Republic of China - Pirja Aunio et alConstructing Cultural-Historical Tools for Supporting Young Children′s Concept Formation in Early Literacy and Numeracy - Marilyn Fleer and Bridie RabanLearning Dispositions and the Role of Mutual Engagement - Judith Duncan, Carolyn Jones and Margaret CarrFactors for Consideration in Educational SettingsFostering Young Children′s Representation, Planning and Reflection - Carol CoppleA Focus in Three Current Early Childhood Models Social and Emotional Learning in the Kindergarten Classroom - Thomas Kramer et alEvaluation of the Strong-Start CurriculumA Family-Strengths Approach to Early Language and Literacy Development - Deborah Russell Carter, David Chard and Juli Lull Pool VOLUME THREE: EARLY CHILDHOOD PROGRAMMES, SOCIAL MOBILITY AND SOCIAL JUSTICEThe Early Education of Socioeconomically Disadvantaged Children - David Arnold and Greta DoctoroffEducational Disadvantage in the Early Years - Iram Siraj-BlatchfordHow Do We Overcome It? Some Lessons from ResearchNew Policy Conclusions from Starting Strong II and Update on the OECD Early Childhood Policy Reviews - John BennettA Nordic Approach to Early Childhood Education and Socially Endangered Children - Bente JensenContrasting Visions of Early Childhood Education - Allie Cleghorn and Larry ProchnerExamples from Rural and Urban Settings in Zimbabwe and IndiaSocioeconomic and Environmental Determinants of Child-Care Patterns of Pre-Schoolers in Pakistan - Uzma Iram and Muhammad Sabihuddin ButtDo Child-Care Centers Benefit Poor Children after School Entry? - Daphna Bassok et alThe Long-Term Contribution of Early Childhood Education to Children′s Performance - Cathy Wylie and Jean ThompsonEvidence from New ZealandPre-School Program Improves Cognitive Control - Adele Diamond et alThe Socio-Emotional Effects of Non-Maternal Child Care on Children in the U.S.A. - Jenet Jacob A Critical Review of Recent StudiesThe Impact of Pre-School on Young Children′s Cognitive Attainments at Entry to Reception - Pam Sammons et alPre-School Experience in 10 Countries - Jeanne E. Montie, Zongping Xiang and Lawrence SchweinhartCognitive and Language Performance at Age SevenThe Effect of Pre-School on Children′s School Readiness - Ljubica Marjanovi? Umek et alInequality in Pre-School Education and School Readiness - Katherine Magnuson et alFostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support - Celene Domitrovich et alThe Head Start REDI Program Introducing Literacy to Four-Year-Olds - Eve Gregory et alCreating Classroom Cultures in Three Schools A Book Reading Intervention with Pre-School Children Who Have Limited Vocabularies - Anne Hargrave and Monique SénéchalThe Benefits of Regular Reading and Dialogic ReadingBilingual Language Development - Gee MacroryWhat Do Early Years Practitioners Need to Know?VOLUME FOUR: CURRENT DEBATES IN EARLY CHILDHOOD EDUCATION RESEARCHThe Effects of Pre-School Education - Robert Pianta et alWhat We Know, How Public Policy Is or Is Not Aligned with the Evidence Base and What We Need to KnowThe Quest for Quality in Early Day Care and Pre-School Experience Continues - Edward MelhuishDefining and Evaluating ′Quality′ Early Childhood Education in an International Context - Iram Siraj-Blatchford and Yeok-lin WongDilemmas and PossibilitiesEvidence-Informed Program Improvement - Stephen Small, Siobhan Cooney and Cailin O′ConnorUsing Principles of Effectiveness to Enhance Quality and Impact of Family-Based Prevention ProgramsProgram Quality and Early Childhood Inclusion - Virginia Buysse and Heidi HollingworthRecommendations for Professional DevelopmentThe Effects of Outcome-Driven Authentic Assessment on Classroom Quality - Rena Hallam et alTranslation of Research into Interventions - John LochmanShifting from Developmental to Postmodern Practices in Early Childhood Teacher Education - Sharon Ryan and Susan GrieshaberImproving Pre-School Classroom Processes - C. Cybele Raver et alPreliminary Findings from a Randomized Trial Implemented in Head Start SettingsThe Stockholm Project - Gunilla Dahlberg, Peter Moss and Alan PenceConstructing a Pedagogy That Speaks in the Voice of the Child, the Pedagogue and the ParentEarly Childhood Development in Africa - Alan Pence and Kofi MarfoInterrogating Constraints of Prevailing Knowledge BasesTransformative Paradigm - Donna MertensMixed Methods and Social Justice Mixed Methods in International Collaborative Research - Sara Harkness et alThe Experiences of the International Study of Parents, Children and Schools Mixing Qualitative and Quantitative Research in Developmental Science - Hirokazu Yoshikawa et alUses and Methodological ChoicesThe Early Childhood Classroom Observation Measure - Deborah Stipek and Patricia BylerCapturing Quality in Early Childhood through Environmental Rating Scales - Kathy Sylva et alCaring for Children around the World - Robert Bradley and Robert CorwynA View from HOME Assessing the Quality of Early Years Learning Environments - Glenda Walsh and John GardnerEducational Research and Evidence-Based Policy - Iram Siraj-Blatchford et alThe Mixed-Method Approach of the EPPE Project

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