Early Childhood Intervention Programs For Children 's Future Development

Recent studies on early childhood education have shown that children who have access to quality pre-kindergarten education tend to have higher educational attainment than those who do not have the opportunity. While the literature is by no means uniform on this, the bulk of current evidence suggests that such policies will likely be helpful, especially for students in low - income and minority school districts. Only time will tell, of course, if such programs can help to make inroads into the seemly intractable achievement gaps, but based on current evidence, it is a policy worth

Early childhood. During the 1990s, the nation was inundated with reports on the importance of the early years on children's brain development and later cognitive achievement. While some of the reports may have overstated the issue and understated the importance of a child's later years on development, evidence suggests that the early years may be a critical period of development in which family poverty has particularly strong effects on young children. As seen in Table 1, poverty occurring early in a child's life (age two to four) is associated with large effects on indices of child school readiness and cognitive outcomes.

Despite the evidence advocating for the effectiveness of these programs, some people still have some misgivings of the benefits. In “Pre-K’s Promise vs. the Actual Evidence” by David J. Armor, it is said that early education is unimpactful

Not only is universal preschool necessary for targeting sensitive periods, research showed it develops skills in preparation for future education and sets students up for success. Children enrolled in programs similar to preschool demonstrated higher achievement or IQ test scores, displayed more motivation for learning, and gain success in later education and adulthood (Heckman). In the study by Skibbe et al., an extra year of preschool had a significant impact on decoding and letter knowledge that was highly predictive of later reading success. While self-regulation and vocabulary was associated with maturity and not additional schooling, these results may only be reflective of the group examined. These children were from middle or upper class,

Thesis Statement: Early childhood education has many benefits and there is the potential for many significant outcomes if universal preschools were put into place.

“Research shows that young children’s earliest learning experiences can have powerful long-term effects on their cognitive and emotional development, school achievement, and later life outcomes” (Mead, 2012). The literature reveals that a strong collection of research exists that indicates children who attend high-quality preschool programs have better health, social-emotional, and cognitive outcomes than those who do not

An increasing body of evidence shows that children’s earliest experiences in early care and education programs play a major role on their later success as healthy individuals. However, low-income children may not experience school readiness gains

Time and time again, people agree upon the need for and the benefits of an early childhood education system, but very little change takes place. In Georgia, there is a prevalent need for effective programming for children of low socioeconomic status backgrounds. Research strongly claims that children from poor communities that enroll in center care demonstrate positive cognitive effects (Loeb et al, 2004). According to Zimmerman and Pepper Jr., two capitalists invested in prekindergarten programs, ―A child’s brain grows to roughly 85 percent of its full capacity in the first five years of life. These are also the years when a child’s sense of what is

The developmental years before children reach the age of kindergarten are very critical in affecting lasting cognitive and social-emotional growth. The occurrences the children have during this time period help structure their futures and have lasting effects on the contributions they make to society later in life. Many children during this time period do not experience quality cognitive and social- emotional occurrences due to poverty or other conditions detrimental to healthy development. Since high quality early child development programs have shown that they can and do make a difference in how children learn and are able to prepare for and proceed in school, it is essential that children in high-risk groups for failure participate in these programs. In this paper, I will discuss the characteristics that make up a high quality early educational program, the benefits of early childhood and a federally funded program called Head Start.

In today’s society, with its evolving academic demands, parents are confronted with the decision of how to best educate their young children. Since the formative years are critical to academic success, this decision becomes increasingly important (Ray & Smith, 2010). With a myriad of early learning opportunities accessible through parental and non-parental daycares and preschools, parents are perplexed with the dilemma of when and where to enroll their child. Previous research indicates that preschool education plays a significant role in school readiness (Henry, Gordon, Henderson, & Ponder, 2003). It provides the foundation for future success (Barnett, 2008).

We can also see the reports of positive effects such as Self - Regulation which is the section of this journal article that I will be focusing on. We can see that “…socio-emotional outcome, which include positive behaviors, that show empathy cooperation or a pro social orientation is one of many positive effects children who attend preschool are exposed too. (Yoshikaw, H., Weiland, C., & Brooks-Gunn, J; 2016) We can also see that attending preschool can help a children who may suffer from hyper activity or any type of impulsive withdrawn (Yoshikaw, H., Weiland, C., & Brooks-Gunn, J; 2016). We can see this being preformed through specific curricula that is given to the children. According to “When Does Preschool Mater?” that “experiments have examined whether targeted curricula can improve whether targeted curricula can improve the three principles dimension of excessive function in early childhood: Cognitive flexibility, or the ability to switch focus and attention across different kinds of a tasks.” (Yoshikaw, H., Weiland, C., & Brooks-Gunn, J; 2016) We can characterize all of these principles as attributes of self - regulation. We can also see an example of a specific curricula such as math which can help children with not only their executive function, but also language skills. Although a preschool math problem may not be that difficult, they need to be able to communicates the problem to the teacher. These are just aspect that I feel we can’t deny show a correlation between self regulation, pre school and high IQ

Esmeralda noted that “Research shows that participation in family-centered, early intervention services during the first three years of life can have significant effects on the cognitive development and social adjustment of low birthweight, premature children and on the overall development of young children with disabilities”. (Esmeralda Garcia –Martinez

The field of developmental psychology has provided a plethora of information on the impact of early childhood education on the development of necessary social and cognitive skills. The research literature has consistently maintained that children previously enrolled in early childhood education programs generally tend to be more advantaged when beginning formal schooling than children who receive traditional or non-traditional parental care. While many studies have discovered the positive effects of early childhood education interventions, there are many important issues to consider, namely children who are disadvantaged in some way. This review sought to examine recent research literature surrounding the topic of early childhood education, how the research addressed contentious issues such as the long-term effects of early childhood education programs, and the impact that these programs have on the social and cognitive development of children in lower socioeconomic status families. Additionally, this review compared two studies on the effectiveness of early childhood education programs. Future research directions and areas of exploration are also discussed.

Not only does early education bring the benefit of interaction, it also lets the child feel loved and have trust in others. If a child is encountered with early programs then they are able to meet the needs of their child stage life. If these needs are not properly met, then they may become less successful in their performance in an educational environment.

It is a clear and worthy investment. The question lies in which preschool program is the most effective. Previous reviews of programs have focused on if they contributed to later success, but a few of them compared the programs on their effectiveness. A number of programs showed positive results continuing to the end of kindergarten and beyond, signifying that the preschool involvement had impacts aside from early exposure to academic content. (Johns Hopkins University, 37). Also, several programs had effects on oral language skills, which are emphasized in most preschools.