Note: Sample below may appear distorted but all corresponding word document files contain proper formattingExcerpt from Term Paper:
Early childhood education, from preschool to kindergarten, is a critical time. Of this fact, the research is almost completely conclusive. Ample evidence supports preschool as being one of the predicating factors of a child's later academic success. Unfortunately, not all children have equal access to preschool and pre-kindergarten programs. As Bridges (n.d.) also points out, research on preschool's efficacy in helping students reach higher academic achievement later in life is spurious and not necessarily valid. Amid all the "exaggerated claims about the effects of preschool," what emerges as fact and what is fallacy (Bridges, n.d., p. 195)? This review of literature, however small, attempts to answer this question by focusing on situational and contextual variables that impact preschool effectiveness.
Although early research on the efficacy of preschool was wrought with problems related to internal and external validity, Bridges (n.d.) claims that later studies offered more sensible research designs and methods. These newer studies avoided the problems associated with poor generalizability and focused on larger sample sizes, more diverse populations, and more longitudinal research. One of the largest of these studies was the Chicago Child-Parent Centers (CDC) research, which proved net aggregate gains in terms of educational advancement for most students. Although preschool does not benefit all children, all the time, preschool does seem to improve academic achievement outcomes and other markers of success. Moreover, these markers of success are visible and sustainable over time. Many of the students participating in the CDC study, for example, were followed until the time of graduation. Programs like Head Start also reveal promising results, especially because they revealed what preschool can do for otherwise disadvantaged youth. As with the CDC successes, Head Start successes are directly linked with home visits and parental involvement.
One of the prevailing variables in the literature is parental involvement. Parental involvement is positively correlated with the effectiveness of the preschool program, and parental involvement is a factor in long-term child success. As Bridges (n.d.) points out, parental involvement is often lacking from standard preschool programs, which is why many of them are not as effective as their proponents claim. Therefore, one of the trends emerging in new research related to preschool is that for it to be effective, preschool has to be done right. What constitutes "right" or best practices in preschool varies; but some factors seem to emerge throughout the literature. Those variables include parental involvement, home visits, child-centered pedagogy, and active classroom engagement with students. Other factors, such as multicultural sensitivity and community involvement, are also important.
Margett (2007) likewise found that involving parents is a critical variable for preschool success. Moreover, community integration and involvement can be important in predicting the success of the preschool program. This is especially true from a multicultural perspective. Whether due to lack of knowledge of institutional hierarchy or intimidation thereof, some parents might not have access to all the information they need about how to become more involved in the preschool process. Although it focuses on the Australian population, the Margett (2007) research is important in pointing out the diverse ways preschool programs can be designed and implemented in the United States or any other diverse country.
Much of the research on preschool's efficacy has focused on disadvantaged communities, because disadvantaged communities often lack the wherewithal to support preschool involvement. For families that cannot afford preschool, equal access is certainly not guaranteed. The argument for universal preschool is usually predicated on the beliefs that preschool, universally applied, benefits all students no matter what. Yet as Bridges (n.d.) argues, universal preschool is a waste of precious resources unless preschool programs are designed well. Promising results, such as improved cognitive growth, improvements on math and reading scores, and reduced rates of delinquency, will emerge when preschool programs are designed the way they should be: that is, with heavy parental involvement and home visits, when possible. The problem is that it would be categorically impossible at this time to budget for such intensive intervention in preschool.
Preschool is important not only for fostering the child's academic performance and ensuring long-term success, but also for socialization. An experimental design by Margetts (2007) focused on a diverse group of children in Australia and found that the transitional period to kindergarten was greatly facilitated by conscientious programs that involve both family and community in the social growth of children. This is especially important for at-risk youth, who often miss out on opportunities for preschool that their more privileged…[continue]
"Benefits To Preschool Before Kindergarten And Grade School" (2012, November 10) Retrieved December 11, 2016, from http://www.paperdue.com/essay/benefits-to-preschool-before-kindergarten-107394
"Benefits To Preschool Before Kindergarten And Grade School" 10 November 2012. Web.11 December. 2016. <http://www.paperdue.com/essay/benefits-to-preschool-before-kindergarten-107394>
"Benefits To Preschool Before Kindergarten And Grade School", 10 November 2012, Accessed.11 December. 2016, http://www.paperdue.com/essay/benefits-to-preschool-before-kindergarten-107394
Pre-School What Are the Benefits of Having Children Attend Pre-School Prior to Kindergarten? Books This report covers the benefit of sending children to pre-school before kindergarten. Literature review is used to explore the research existing in this field. It will help us to understand what effect pre-school has on children. Such programs are also discussed in the paper which is conducting training for preschoolers for their development. This paper not only covers
Preschool and Kindergarten Success The Influence of Preschool Participation on Educational Outcomes in Kindergarten Increasingly, young children in the U.S. are attending and participating in preschool programs. Parents as well as others perceive preschool educational opportunities as facilitating later positive educational outcomes for children. The research conducted within this study was focused on determining the degree to which preschool participation is associated with the attainment of successful educational outcomes for children
They predict age and gender variations relate to bullying concerns. Of the 25 cartoons implemented in the study, two depict characters with different shades of skin color where skin color appeared to be an issue. One cartoon relating to sexual orientation was not used in several countries. Smith et al. report Olweus to assert bullying to be characterized by the following three criteria: 1. It is aggressive behavior or intentional
" And the third category was, c) a combination of the two earlier-mentioned approaches, with "early childhood education services provided in centers supplemented by parental education delivered in the same setting" or through visits by teachers into the homes. What were the verified benefits of these RAND-surveyed programs? At least one of the following "domains" showed benefits that were demonstrated to be "significant" and/or "sizable"; "cognition and academic achievement"; "emotional and
School Culture on School Safety Many studies have been done on safety in schools. Likewise, many studies have been done on the culture of various schools. Unfortunately, there has not been significant research on a link between the two. This is not to say that these kinds of studies have not been done, but rather that there has not been enough of them. Many of the studies that have been
The Bracken Basic Concept Scale This scale assesses 258 concepts in 11 categorical areas (color, letter identification, numbers/counting, comparison, shapes, direction/position, social-emotional, size, textural/material, quantity, and time/sequence. The screening test, which can be administered individually or in small groups, consists of 30 items to identify children who might benefit from more intensive assessment. The primary use of the screening test is with kindergarten and first grade children. Thus, relational concepts, along
English Methods K-2 Teaching English in Grades K-2 There are four components of instruction in English language learning for children in the primary grades. The purpose of this paper is to discuss each of these components -- phonemic awareness, phonics, spelling, and reading -- and present learning activities suitable for grade levels kindergarten, first grade, and second grade. Some options for differentiation will be provided to accommodate different ability levels and learning