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Children of the 21st century (Volume 2)The first five years$
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Kirstine Hansen, Heather Joshi, and Shirley Dex

Print publication date: 2010

Print ISBN-13: 9781847424761

Published to University Press Scholarship Online: March 2012

DOI: 10.1332/policypress/9781847424761.001.0001

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date: 21 November 2017

Teacher assessments in the first year of school

Teacher assessments in the first year of school

Chapter:
(p.200) (p.201) Twelve Teacher assessments in the first year of school
Source:
Children of the 21st century (Volume 2)
Author(s):

Kirstine Hansen

Publisher:
Policy Press
DOI:10.1332/policypress/9781847424761.003.0012

This chapter examines differences in Millennium Cohort Study (MCS) children's achievements at age 5 as rated by teachers. It notes that these teachers' assessments provide another view of MCS children's development at age 5, complementary to the cognitive and behavioural development indicators. It explains that in some cases, the teachers' assessments provide information for children who did not do the cognitive assessments that were part of the MCS 3 instruments, so this is an additional benefit of Foundation Stage Profiles (FSPs). It observes that children's development in the early years has been shown to be related to their success in later life in a range of areas including: education, employment, and avoiding crime and early parenthood. It notes that determining why some children do better than others in the early years is a key issue for policy and is crucial in attempts to reduce inequalities.

Keywords:   MCS, teachers' assessments, behavioural development, Foundation Stage Profiles, education, employment, crime, early parenthood, inequalities

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