Abstracts - Earli

multi-method longitudinal study we especially try to disentangle the intertwining effects of familyand preschool quality and competence development in 3 to 4 year olds. The research presented ispart of a larger German research group studying educational processes, competence developmentand selection decisions in preschool and primary school age children (BiKS, Bildungsprozesse,Kompetenzentwicklung und Selektionsentscheidungen im Vor- und Grundschulalter). In ourpresentation we bring together differentiated competence scores of 547 preschoolers and multiplequality measures of their families and preschool settings from two different measurement points (3year olds and 1 year later). A special emphasis is put on the effects of migration background andparental education on environmental quality and competence development. Theoretical andpractical consequences are discussed and an outlook on further analyses using the complete dataset spanning children from age 3 to 8 in a longitudinal multi-level design is given.The effects of pre-school and the home learning environment on children’s pre-literacy skills atage 5: EPPE resultsKathy Sylva, University of Oxford, United KingdomSofka Barreau, London Institute of Education, United KingdomPam Sammons, University of Nottingham, United KingdomEdward Melhuish, Birbeck University of London, United KingdomIram Siraj-Blatchford, London Institute of Education, United KingdomBrenda Taggart, London Institute of Education, United KingdomThis paper explores the contribution of pre-school education and home learning on children’s preliteracyskills at school entry. Data were drawn from a large-scale longitudinal project (EffectiveProvision of Pre-school Education, EPPE) with a representative sample of 3000 UK children.Child assessments were administered at the beginning of pre-school (age 3+) and at entry toprimary school (age 5) to allow value-added analyses. Multivariate analysis (multilevel modelling)showed independent positive effects of both preschool quality and the home learning environmenton children’s progress in vocabulary, phonological skills and letter recognition. Particularly strongpredictors of children’s learning were the literacy environment in preschool, parental reading tothe child, teaching / playing with letters of the alphabet in the home, and taking the child to thelibrary. Policy implications will be discussed.Off to a good start? Differences in characteristics of early family and classroom experiences oflow income and ethnic minority children in the NetherlandsAziza Mayo, Utrecht University, NetherlandsPaul Leseman, Utrecht University, NetherlandsAnna Scheele, Utrecht University, NetherlandsThe paper reports findings of two measurements, just before and just after kindergarten schoolentrance, that are part of a longitudinal study into informal preparation for school in Dutch andTurkish and Moroccan immigrant families in the Netherlands. Vocabulary development (first andsecond language) was less for non-native Dutch speakers, especially when from lower SESfamilies. School enrolment did not contribute substantially to lessening this gap. The paperidentifies and describes a number of family and school characteristics that seem to contribute tothe persistence of this disadvantage. Less linguistically advanced children, start school having hadfewer experiences with more cognitively complex and school-like language interactions in theirfamily environment. Similar to a national trend, these children more often enrol in classes in whicha large number of their classmates are second language learners, thus limiting their opportunitiesto experience high(er) quality Dutch language interactions with their peers. Furthermore, during– 187 –