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64 – CHAPTER 6: RESEARCH FINDINGS: THE EFFECTS OF DIFFERENT PEDAGOGICAL APPROACHES AND PRACTICESSylva, K. et al. (2004), The Effective Provision of Pre-School Education (EPPE) Project: FinalReport: A longitudinal Study Funded by the DfES 1997-2004, Institute of Education,University of London/ Department for Education and Skills/Sure Start.Tazouti, Youssef et al. (2011), “French nursery schools and German kindergartens: Effects ofindividual and contextual variables on early learning”, European Journal of Psychology ofEducation, Vol. 26, No.2, pp. 199-213.Van Horn, M.L. et al. (2005), “Effects of developmentally appropriate practices on children’sdevelopment: A review of research and discussion of methodological and analytic issues“, TheElementary School Journal, Vol. 105, No. 4, pp. 325-351.Walsh, G.M. et al. (2010), “Implementing a play‐based and developmentally appropriatecurriculum in Northern Ireland primary schools: What lessons have we learned?”, Early Years,Vol. 30, No.1, pp. 53-66.Willson-Quayle, A. and A. Winsler (2000), How Much Teacher Direction Is Best for PromotingLow-Income Latino preschoolersʼ Learning, Motivation, and Private Speech? A ControlledExperiment, paper presented at the Head Start Fifth National Research Conference onDevelopment and Contextual Transitions of Children and Families: Implications for Research,Policy, and Practice, Washington, DC, 28 June 2000.Wylie, C., J. Thompson and C. Lythe (1999), Competent Children at 8: Families, EarlyChildhood and Schools, Council for Educational Research, Wellington, New Zealand.EARLY CHILDHOOD EDUCATION AND CARE PEDAGOGY REVIEW: ENGLAND © OECD 2015