Make a bigger difference: five early years projects you can join today

This blog tells you how taking part in an EEF research project works, why it matters, and how to sign up for one of the five projects you can join today.

The benefits

For settings selected to receive the programme, the key benefits of taking part include accessing high-quality professional development, learning new techniques to use in everyday interactions with the children.

• Subsidised or free professional development for settings selected to receive the programme.
• Strategies you can use immediately in everyday practice.

For settings selected to continue with their usual practice during the research project, benefits include:

• A generous thank you payment for taking part in the research. Settings are free to decide what they wish to spend this on.
• An opportunity to play a vital role in building the evidence on what works to improve children’s outcomes.

It won’t overload you

Rachel Alexander, an early years educator, found the process supportive and manageable. This is what she said about the professional development that was included with a previous project, Learning Language and Loving It:

It can help specific groups of children

There might be a particular group of children you’d like to support in your setting. For example, early years educator Caroline Cunningham commented that her setting had been thinking about developing children’s language in their role play and how to ‘encourage the quietest children to get involved’.

That’s why her setting signed up to Learning Language and Loving It:

Although thousands of educators have taken part in EEF trials, there are still some myths about getting involved which can put people off.

Myth 1: It’s all about targeted interventions

You might worry that signing up to a project means you’ll be tied up delivering lots of separate interventions with small groups of children, stretching staffing and ratios.

But the main focus of these programmes is professional development—support that strengthens the whole staff team and benefits every child.

Many programmes also include targeted elements designed for children who need a little extra time and support to thrive, helping them take part confidently in high-quality early learning and play.

Myth 2: It’s not for me

Sometimes, early years educators worry that a programme isn’t for them – it’s for others who are more knowledgeable. However, despite her initial anxiety, early years educator Adele Younger found that taking part in Maths Champions was a positive experience:

Building knowledge about what works

The early years is all about making a difference to children’s lives – by playing, having fun, and teaching children new things.

The work that the EEF is doing is helping the sector get even better at doing this. We’re finding out what works, so that more children can benefit from high-quality early years practice and flourish in settings and schools. Our special focus is on improving outcomes for children from socio-economically disadvantaged backgrounds, to create a fairer future for every child.

By joining a project, you’re helping us to achieve this vital work – for you and the children you work with, and for children all around England.

You’re also taking steps to build on your own knowledge and professional expertise by joining in. Here’s what Adele Younger said about her experience of Maths Champions:

Five new projects to join

So, what can you join in with?

Early Years Settings (PVI settings, nursery classes in schools)

Early Skills for Life

• Training for staff to deliver storybook-based and play-based activities focused on personal, social, and emotional development to 3- and 4 year-old children.

• The programme aims to improve self-regulation.

Positive Early Childhood Education (PECE)

• Professional development and coaching for educators working with 3- and 4 year-old children.
• The programme focuses on how to encourage positive behaviour and self-regulation through how you respond to children.

Talk with Tales for Children (TWiTCH)

• Training and coaching to deliver nine story sessions, based on classic fairy tales.
• The sessions are designed to encourage conversation and develop 3–4 year-old children’s language and communication skills.

Reception classes

Maths Through Picture Books

• Training for reception teachers and teaching assistants to deliver targeted, small-group sessions for children who could benefit from support to improve their understanding of number.
• The sessions teach children foundational maths through picture books and conversation.

OxEd Whole Class and Nuffield Early Language Intervention (NELI)

• Training to deliver a 20-week, oral language enrichment programme for reception children.
• You’ll deliver the programme either to the whole class or alongside the targeted NELI intervention, depending on your school’s randomly assigned trial group.