Published 1/20/2016
Early childhood education initiatives should start with the most at-risk children first.
Early exposure to the physical, biological, and psychosocial environment has a profound impact on child development. Disparities become more established through adolescence, impacting academic performance and anti-social behavior. These inequalities widen social disparities at later stages of life. Thus, early intervention in childhood development and education at ages 0-8 is the best and most cost- effective means to mitigate social and environmental inequalities.1
The situations of at-risk parents should be addressed together with children’s learning needs.
Studies have shown that parental or maternal depression, high stress, poor health, low education, poverty, drug/alcohol use, and violence affecting parents or caregivers also impacts child development. Initiatives should be encouraged that address the socio-economic status of parents/care-givers in tandem with their children. Parenting and life skills promote positive interactions between care-givers and children, contributing to healthy social-emotional development.2
Pre-school participation and parental involvement are consistent predictors of positive outcomes.
Studies of early childhood education settings have identified numerous factors that may predict positive childhood outcomes later in life. Most studies have consistently shown that participation in pre-school and parental/caregiver involvement in a child’s education, have significant and positive impacts on later learning outcomes, including kindergarten readiness. Thus, pre-school participation and parental involvement should be part of large-scale early child education efforts.3
Early childhood learning environments should offer a wide variety of experiences, content, and evidence-based approaches.
Studies have examined the impacts of specific educational content and approaches (processes) on early childhood development, and concluded that the best learning environments provide a variety of age- appropriate cognitive, social, emotional, and physical activities. Structural elements (class size, teacher to student ratio) also contribute to early child education successes. Early childhood learning environments should include a combination of evidence-based processes and structures that support positive learning and developmental environments: nutritious diets, development of a broad range of skills and interests, positive emotional support, and social interaction with diverse peers and adults.4
Teacher qualifications are a consistent and reliable measure of quality.
Most states have mandated educational requirements for kindergarten teachers (BA) or state-financed pre-schools (BA or Child Development Associate). Comprehensive reviews of research link teacher qualifications with positive early childhood school performance. Consistent and life-long training in the profession of early childhood education and care should be promoted.5
Cost-benefit analyses show that investing in early childhood education has high returns for society.
Longitudinal studies have shown that children enrolled in quality preschool programs are less likely than non-preschool peers to enroll in special education in later phases, have higher academic achievement, and less involvement in crime. Investment in early childhood development thus has significant public sector returns/savings in the future. For example, the High/Scope study of Perry Preschool in Ypsilanti, MI, showed that graduates had significantly higher high school graduation rates, a 42% higher median income level, and were 26% less likely to receive government financial assistance compared to a control group.6
Technology must be integrated into early childhood education environments with effective teacher training and support.
Studies have shown that using technology in educational settings at the 0-8 age range can lead to significant learning gains. Technology use can promote student motivation, increase interaction, and facilitate learning in diverse curriculums. However, studies suggest that use of technology in the classroom must be coupled with a long-term technology curriculum, teacher training, and classroom support. It is yet unclear if early exposure to technology can narrow the gender gap in STEM education and careers at later periods in life.7
1 Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371-399; Caldas, S. J., & Bankston, C. (1997). Effect of school population socioeconomic status on individual academic achievement. The Journal of Educational Research, 90(5), 269-277; Lipina, S. J., & Posner, M. I. (2012). The impact of poverty on the development of brain networks. Frontiers in Human Neuroscience, 6; Parker, S., Greer, S., & Zuckerman, B. (1988). Double jeopardy: The impact of poverty on early child development. Pediatric Clinics of North America, 35(6), 1227-1240; Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of educational research, 75(3), 417-453; Yoshikawa, H. (1994). Prevention as cumulative protection: Effects of early family support and education on chronic delinquency and its risks. Psychological Bulletin, 115(1), 28.
2 Duncan, G. J., Brooks‐Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 65(2), 296-318; Loeb, S., Fuller, B., Kagan, S. L., Carrol, B., & Carroll, J. (2003). Child care in poor communities: Early learning effects of type, quality, and stability (No. w9954). National Bureau of Economic Research; Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53(2), 205; Walker, S. P., Wachs, T. D., Grantham-McGregor, S., Black, M. M., Nelson, C. A., Huffman, S. L., … & Richter, L. (2011). Inequality in early childhood: Risk and protective factors for early child development. The Lancet, 378(9799), 1325-1338.
3 Burger, K. (2010). How does early childhood care and education affect cognitive development? An international review of the effects of early interventions for children from different social backgrounds. Early Childhood Research Quarterly, 25(2), 140-165; Clements, M. A., Reynolds, A. J., & Hickey, E. (2004). Site-level predictors of children’s school and social competence in the Chicago Child–Parent Centers. Early Childhood Research Quarterly, 19(2), 273-296.
4 Currie, J. (2001). Early childhood education programs. Journal of Economic Perspectives, 213-238; Harris, J. R. (1995). Where is the child’s environment? A group socialization theory of development. Psychological Review, 102(3), 458; Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal, 225-238; Ramey, C. T., Campbell, F. A., Burchinal, M., Skinner, M. L., Gardner, D. M., & Ramey, S. L. (2000). Persistent effects of early childhood education on high-risk children and their mothers. Applied Developmental Science, 4(1), 2-14.
5 Barnett, W. S. (2003). Better teachers, better preschools: Student achievement linked to teacher qualifications. NIEER Preschool Policy Matters, Issue 2; Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., … & Barbarin, O. (2006). Are teachers’ education, major, and credentials related to classroom quality and children’s academic gains in pre-kindergarten?. Early Childhood Research Quarterly, 21(2), 174-195; Whitebrook, M. (2003). Early education quality: Higher teacher qualifications for better learning environments – A review of the literature. University of California, Berkeley: Institute of Industrial Relations.
6 Heckman, J. J., & Masterov, D. V. (2007). The productivity argument for investing in young children. Applied Economic Perspectives and Policy, 29(3), 446-493; Reynolds, A. J., Temple, J. A., Robertson, D. L., & Mann, E. A. (2002). Age 21 cost-benefit analysis of the Title I Chicago child-parent centers. Educational Evaluation and Policy Analysis, 24(4), 267-303; Rolnick, A., & Grunewald, R. (2003). Early childhood development: Economic development with a high public return. The Region, 17(4), 6-12; Schweinhart, L. J., & Weikart, D. P. (1993). Success by empowerment: The High/Scope Perry Preschool Study through age 27. Young Children, 49(1), 54-58; Temple, J. A., & Reynolds, A. J. (2007). Benefits and costs of investments in preschool education: Evidence from the child– parent centers and related programs. Economics of Education Review, 26(1), 126-144.
7 Clements, D., & Sarama, J. (2002). Teaching with computers in early childhood education: Strategies and professional development. Journal of Early Childhood Teacher Education, 23, 215-226; Hutinger, P. L., Bell, C., Daytner, G., & Johanson, J. (2006). Establishing and maintaining an early childhood emergent literacy technology curriculum. Journal of Special Education Technology, 21(4), 39; Mouza, C. (2005). Using technology to enhance early childhood learning: The 100 days of school project. Educational Research and Evaluation, 11(6), 513-528; Wood, E., Specht, J., Willoughby, T., & Mueller, J. (2008). Integrating computer technology in early childhood education environments: Issues raised by early childhood educators. Alberta Journal of Educational Research, 54(2).
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