PACT: Parents and Children Together project
Parents and Children Together (PACT) is an early language teaching programme that aims to provide parents with strategies, resources and activities to support their child’s early language development at home.
Our project will test whether PACT helps to boost children’s early language and literacy skills.
Why is the project important?
Children’s language skills are really important for their later success in school. Supporting language development from an early age has the potential to make a difference to children’s later outcomes.
Parents are well-placed to support their child’s language development, particularly in the early years, but may not always feel able to do so.
This project will test the effectiveness of a parent delivered language teaching programme on children’s language skills.
How is the project funded?
The project is funded by the Education Endowment Foundation (EEF), a charity that supports research that aims to have a positive impact on children’s learning.
The EEF provide teachers and education professionals with summaries of research projects with the hope of improving education practice.
Who is involved in the project?
The research project is being conducted by The University of Manchester and Durham University.
Dr Kelly Burgoyne and Stephanie Hargreaves at The University of Manchester will be working closely with families and schools to run the project.
The project will be evaluated by the research team at Durham University. The PACT programme materials have been published by Book Trust.
We are working with approximately 45 nursery schools and 450 families in the Greater Manchester and Lancashire areas
What does the project involve?
The aim of this research project is to see whether a parent-delivered early language teaching programme (PACT) helps to boost pre-school children’s spoken language skills.
The teaching programme supports parents to use different strategies and activities to support language development in their own home. The programme will be evaluated using a randomised controlled trial (RCT).
Within each school, children and their parents will be randomly put into one of two groups.
One group will be given the PACT language programme and will be asked to work on the programme at home every weekday (five days a week) for about 20 minutes, for 30 weeks.
The other group will be given a box of children’s storybooks at the end of nursery.
How do I get involved?
Thanks to everyone who has expressed interest in the project and shown their support. We are really looking forward to working with our registered schools.
Although we have now completed recruitment for the project, we are still accepting sign-ups to our reserve list for schools who meet the study criteria.
The schools on our reserve list will be contacted should any spaces in the project become available. If you are a school or nursery and are interested in being added to our reserve list, or you are interested in being involved in any future trials, please register your interest by emailing either email@example.com or firstname.lastname@example.org.
How can I find out more?
Visit the resources and most commonly asked questions section for more information on the project.
This project builds on earlier work to test whether an early language teaching programme that is delivered by parents at home helps to improve children’s early language development.
The first PACT study (2015-2017) was funded by the Nuffield Foundation.
In this study, Kelly Burgoyne and her colleagues developed the language teaching programme and ran a study to look at the effect of the programme on pre-school children’s spoken language skills.
Background to the project
- Recent research shows a link between parental involvement and educational outcomes – the more involved parents are with their child’s education the better the child does at school – and this is true across different ages and ethnic groups (Wilder, 2014).
- Recent policy emphasises the need to involve parents in their children’s education with the view that this would improve children’s educational outcomes (Ofsted, 2014; Field, 2010; Tickell, 2011; DfE, 2018).
- Can programmes which aim to help parents get more involved in their child’s learning improve children’s outcomes? The evidence to support whether these programmes actually work is still unclear (Huat See & Gorard, 2013).
- A central learning target in the early years is language and communication. Spoken language skills prepare young children for starting school and play an important part in learning to read and write (Hulme et al., 2015; Duff et al., 2015).
- Supporting spoken language development in the early years has great potential for improving children’s learning. Whilst there is evidence that early language teaching programmes can effectively support children’s language development when they are delivered by teaching staff in schools (Fricke et al., 2013;2017), we do not yet know whether parent-delivered language teaching is effective.
Who took part in the study?
208 children and their parents recruited through 22 children’s centres in Blackpool and Greater London (Bexley and Lambeth).
What did we ask them to do?
Both groups were asked to work on their teaching programme at home every weekday (five days a week) for about 20 minutes, over 30 weeks.
How did we test whether the programme worked?
Children were seen again six months after the programmes had finished to see whether there were any delayed effects
What did we find?
Meet the team
The University of Manchester
Dr Kelly Burgoyne
Kelly is a Lecturer in Language Disorders at The University of Manchester. Her research is focused on cognitive development, particularly the development of reading and language skills, and the nature and causes of children’s learning difficulties.
Kelly has particular experience in the development and evaluation of interventions to support children’s reading and language development.
Recent projects include a large-scale longitudinal study of Australian school children; the development and evaluation of a parent-delivered early language teaching programme for pre-school children; and studies of the role of pattern understanding in reading and arithmetic development.
Steph is a Research Assistant at The University of Manchester. Her qualifications include a BSc and a Masters of Research in Psychology. Steph has good knowledge of randomised controlled trials because of her experience in NHS clinical research.
Steph supported many child language acquisition studies during her previous role at the Child Study Centre in Manchester, which is part of the ESRC International Centre for Language and Communicative Development (LuCiD) research collaboration investigating how children learn to communicate using language.
Durham University team
Vic is an experienced education trial coordinator and researcher with extensive experience of running large trials in nurseries, primary and secondary schools, including the EEF EasyPeasy and Maths Champions randomised controlled trials.
Prior to moving to Durham, Vic’s previous research included studies of early number development in Scotland and the effect of phonological awareness and training on children’s early reading skills.
Jess is a Research Assistant at the Research Hub at the School of Education (RHoSE) at Durham University. Her qualifications include a BA, PGCE and MSc.
Jess previously worked as a primary school teacher in North East England, before moving into research in the areas of psychology, neuroscience and education.
Jess is particularly interested in randomised controlled trials and has worked on past EEF projects including ICCAMS and Maths Champions.
Dr Helen Cramman
Helen is Research Team Lead for the Research Hub of the School of Education (RHoSE) at Durham University and has experience of leading and delivering large scale surveys, focus groups and interviews as well as managing large trials, including EEF EasyPeasy.
Helen has led a range of studies in the early years with projects including an Innovate UK funded project looking at innovative methods for teaching computer science to reception pupils. She has published on the development of language and number skills in the early years (Boereboom 2018, Copping 2017, Cramman, 2018). Helen also has experience of providing CPD to primary educators.
Other members of the Durham University Research Team include Dr Adetayo Kasim and Dr Nasima Akhter, who are the statisticians analysing the data.
Lyn Robinson-Smith from the York Trials Unit at the University of York will also provide expertise in randomised controlled trials in early years’ settings.
Professor Christine Merrell will support the process evaluation as well as the interpretation of the quantitative findings.
Dr Julia Rattray will provide psychology expertise to support the delivery of the assessments.
Kelly Burgoyne – PACT Project Lead
tel: 0161 2757208
Steph Hargreaves – PACT Research Assistant
tel: 0161 2757208
Jessica Hugill – Durham University PACT evaluation Research Assistant
tel: 0191 3344668