Preschool Effectiveness: Key Factors in Early Childhood Education

Introduction: Preschool Research and Its Limitations

Early childhood education, from preschool to kindergarten, is a critical developmental period — a conclusion the research supports almost unanimously. Ample evidence positions preschool as one of the key 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 sometimes 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 attempts to answer that question by focusing on the situational and contextual variables that impact preschool effectiveness.

Although early research on the efficacy of preschool was beset by 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 designs. One of the largest of these studies was the Chicago Child-Parent Centers (CPC) research, which demonstrated net aggregate gains in educational advancement for most participating students. Although preschool does not benefit all children in all circumstances, it does appear to improve academic achievement outcomes and other markers of success — and these markers are visible and sustainable over time. Many of the students in the CPC study, for example, were followed through to graduation. Programs like Head Start also reveal promising results, particularly in demonstrating what preschool can do for otherwise disadvantaged youth. As with the CPC successes, Head Start successes are directly linked to home visits and parental involvement.

Key Variables That Drive Preschool Effectiveness

One of the prevailing variables in the literature is parental involvement. Parental involvement is positively correlated with the effectiveness of preschool programs and 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 one reason many of them are not as effective as their proponents claim. Therefore, one of the trends emerging in new research is that for preschool to be effective, it has to be done right. What constitutes "right," or best practice in preschool, varies; however, certain factors recur throughout the literature. Those variables include parental involvement, home visits, child-centered pedagogy, and active classroom engagement. Other factors, such as multicultural sensitivity and community involvement, are also important.

Parental and Community Involvement

Margetts (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 a preschool program — a finding that is especially relevant from a multicultural perspective. Whether due to limited familiarity with institutional structures or intimidation by them, some parents may not have access to the information they need to become more involved in the preschool process. Although Margetts (2007) focuses on the Australian population, the research is valuable in illustrating the diverse ways preschool programs can be designed and implemented in the United States or any other culturally diverse country.

Much of the research on preschool efficacy has focused on disadvantaged communities, because those communities often lack the resources to support meaningful preschool involvement. For families that cannot afford preschool, equal access is certainly not guaranteed. The argument for universal preschool is typically predicated on the belief that preschool, universally applied, benefits all students regardless of background. Yet as Bridges (n.d.) argues, universal preschool is a waste of precious resources unless programs are well designed. Promising results — such as improved cognitive growth, higher math and reading scores, and reduced rates of delinquency — emerge when preschool programs are designed appropriately: with substantial parental involvement and home visits wherever possible. The practical challenge is that budgeting for such intensive intervention on a universal scale is not currently feasible.

References

Barnett, W. S., & Hustedt, J. T. (2003). Preschool: The most important grade. Educational Leadership, April 2003.

Bracey, G. W., & Stellar, A. (2003). Long-term studies of preschool: Lasting benefits far outweigh costs. Phi Delta Kappan, June 2003.

Bridges, M. (n.d.). Which children benefit from preschool? Chapter 6.

Chien, N. C., Howes, C., Pianta, R. C., Burchinal, M., Ritchie, S., Bryant, D. M., Clifford, R. M., Early, D. M., & Barbarin, O. A. (2010). Children's classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534–1549.

Margetts, K. (2007). Preparing children for school: Benefits and privileges. Australian Journal of Early Childhood, 32(2).