Paint The Town
Season Three: 23rd - 29th October 2017
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Blog

Brenda Taggart: Guest speaker for Neverland

Brenda Taggart’s background is in primary education (children age 5 – 11 years) having been a teacher, deputy/acting Principal as well as an in-service and initial teacher trainer.

She has worked in the field of educational research for over 20 years, a large part of this is devoted to investigating the influence of early years education, the family and compulsory schooling on children’s development.

Brenda has conducted research for both the UK government and non-governmental bodies exploring the impact of educational initiatives. Her work, within the UK and internationally, focuses on ‘quality’ early experiences, effective pedagogy and the development of policies for young children and their families.

Brenda has conducted research for both the UK government and non-governmental bodies exploring the impact of educational initiatives. Her work, within the UK and internationally, focuses on ‘quality’ early experiences, effective pedagogy and the development of policies for young children and their families.

She has served as a Council member of the British Educational Researchers Association (2004-2007). She is currently a Senior Visiting Research Associate at University College London Institute of Education and also a Principal Investigator and the Research Co-ordinator for the Effective Pre-school, Primary and Secondary Education Project, a longitudinal study funded by the UK’s Department for Education (1997-2014).

 

The Effective Provision of Pre-school Education (EPPE) and Effective Pre-school Provision in Northern Ireland (EPPNI) projects based in England and Northern Ireland, follow 4,000 children from 3-7 years of age. These studies are investigating the effects of family, community, and pre-school experiences (and their interaction) on child development. These studies are multi-site investigations, employing a research team of 30 fieldworkers, and requiring liaison with many Local Authority departments, particularly Social Services and Education. Directing such studies has led to considerable skills in the development, use and interpretation of a wide range of instruments for measuring young children’s environments in home, child care and pre-school settings.

These studies are already contributing to the formulation of social policy in the area of families with young children. Work undertaken to date has addressed many of the issues relevant to Sure Start including cognitive, language and behavioural development of young children and the role of family factors, home environment, child care and pre-school experience upon children’s development.

Read more here

 
Keely Augustus