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Psychology

D-Index
67
Citations
18232
World Ranking
2583
National Ranking
286

Research.com Recognitions

  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom
  • Fellow of the Academy of Social Sciences, United Kingdom

Overview

Kathy Sylva is affiliated with the University of Oxford in the United Kingdom. Their research spans predominantly the fields of Social Sciences and Psychology, with a specialized focus on Education, Developmental and Educational Psychology, Sociology and Political Science, Clinical Psychology, and Social Psychology.

The main topics addressed in their work include:

  • Early Childhood Education and Development
  • Educational and Psychological Assessments
  • Parental Involvement in Education
  • Child Development and Digital Technology
  • Innovative Teaching and Learning Methods
  • Intergenerational and Educational Inequality Studies
  • School Choice and Performance

Kathy Sylva has authored multiple papers published across various academic journals. Some of their recent publications include:

  • Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour, 2020, Zeitschrift für Erziehungswissenschaft
  • Academic help-seeking interactions in the classroom: A microlongitudinal study, 2022, British Journal of Educational Psychology
  • Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators, 2023, British Journal of Educational Psychology
  • Effects of group membership and visual access on children's selective trust in competitive and non-competitive contexts, 2020, Cognitive Development
  • Challenges facing interventions to promote equity in the early years: exploring the 'impact', legacy and lessons learned from a national evaluation of Children's Centres in England, 2022, Oxford Review of Education

The frequent co-authors collaborating with Kathy Sylva include:

  • Pam Sammons
  • Iram Siraj
  • James Hall
  • Maria Evangelou
  • Rebecca Smees

In terms of publication venues, their work appears regularly in journals such as:

  • British Journal of Educational Psychology
  • Zeitschrift für Erziehungswissenschaft
  • Cognitive Development
  • Oxford Review of Education
  • Frontiers in Education

Kathy Sylva has also been recognized as a Fellow of the Academy of Social Sciences in the United Kingdom.

Best Publications

  • Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School

    Edward C. Melhuish;Mai B. Phan;Kathy Sylva;Pam Sammons

  • Researching Effective Pedagogy in the Early Years

    Iram Siraj-Blatchford;Kathy Sylva;Stella Muttock;Rose Gilden

  • Early childhood matters: evidence from the effective pre-school and primary education project

    Kathy Sylva;Edward C. Melhuish;Pam Sammons;Iram Siraj-Blatchford

  • Play : its role in development and evolution

    Jerome S. Bruner;Alison Jolly;Kathy Sylva

  • The Home Observation for Measurement of the Environment Revisited

    Vasiliki Totsika;Kathy Sylva

  • The Effective Provision of Pre-School Education (EPPE) Project: Findings from Pre-school to end of Key Stage1

    Kathy Sylva;Edward Melhuish;Pam Sammons;Iram Siraj-Blatchford

  • Capturing Quality in Early Childhood through Environmental Rating Scales

    Kathy Sylva;Iram Siraj-Blatchford;Brenda Taggart;Pam Sammons

  • Researching pedagogy in English pre‐schools

    Iram Siraj-Blatchford;Kathy Sylva

  • Childwatching at playgroup and nursery school

    Kathy Sylva;Carolyn Roy;Marjorie Painter

  • The Effective Provision of Pre-school Education (EPPE) project

    Kathy Sylva;Edward Melhuish;Pam Sammons;Iram Siraj-Blatchford

  • The Effective Provision of Pre-School Education (EPPE) Project: Final Report: A Longitudinal Study Funded by the DfES 1997-2004

    Kathy Sylva;Edward Melhuish;Pam Sammons;Iram Siraj-Blatchford

  • Preschool Influences on Mathematics Achievement

    Edward C. Melhuish;Kathy Sylva;Pam Sammons;Iram Siraj-Blatchford

  • The Effective Provision of Pre-School Education (EPPE) Project Technical Paper 12: The Final Report - Effective Pre-School Education

    Kathy Sylva;Edward Melhuish;Pam Sammons;Iram Siraj-Blatchford

  • School Influences on Children's Development

    Kathy Sylva

  • The impact of pre-school on young children's cognitive attainments at entry to reception

    Pamela Sammons;Karen Elliot;Kathy Sylva;Edward Melhuish

  • Assessing Quality in the Early Years - Early Childhood Environment Rating Scale Extension (ECERS-E): Four Curricular Subscales

    Kathy Sylva;Iram Siraj-Blatchford;Brenda Taggart

  • Pre-school quality and educational outcomes at age 11: Low quality has little benefit

    Kathy Sylva;Edward Melhuish;Pamela Sammons;Iram Siraj-Blatchford

  • The influence of maternal depression, caregiving, and socioeconomic status in the post-natal year on children's language development

    A. Stein;L.-E. Malmberg;K. Sylva;J. Barnes

  • Randomised controlled trial of parent groups for child antisocial behaviour targeting multiple risk factors: the SPOKES project

    Stephen Scott;Kathy Sylva;Moira Doolan;Jenny Price

  • The impact of early learning on children's later development a review prepared for the RSA inquiry ‘start right’

    Kathy Sylva;Jacqueline Wiltshire

Frequent Co-Authors

Edward Melhuish
Edward Melhuish University of Oxford
Alan Stein
Alan Stein University of Oxford
Jane Hurry
Jane Hurry University College London
Vasiliki Totsika
Vasiliki Totsika University College London
Jane Barlow
Jane Barlow University of Oxford
Tamsin Ford
Tamsin Ford University of Cambridge
Geoff Lindsay
Geoff Lindsay University of Warwick
Jerome S. Bruner
Jerome S. Bruner New York University
Pasco Fearon
Pasco Fearon University College London
Peter Fonagy
Peter Fonagy University College London

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