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Home-education

Comparison of home-and school-educated children on PIPS baseline assessments

University of Durham, p.j.rothermel{at}durham.ac.uk

This article reports on the performance of reception-aged, home-educated children. Media reports tend to focus on older home-educated children withdrawing from school but very little is known about younger children many of whom have never been to school. This research sought insight into the learning experience of these young children. The study involved 35 home-educated children aged between four and five years of age, from diverse socio-economic backgrounds. The children were assessed using the Performance Indicators in Primary Schools (Start and End of Reception). Whilst the home-educated children outscored their school counterparts, those from lower socio-economic groups outperformed their middle class peers. It appeared that a flexible approach to education, and a high level of parental attention and commitment, regardless of their socioeconomic group and level of education, seemed the most important factors in the children’s development and progress.

Key Words: alternative • attainment • autonomous learning • child-centred • early learning • homeschooling • informal learning

Journal of Early Childhood Research, Vol. 2, No. 3, 273-299 (2004)
DOI: 10.1177/1476718X04046650


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