Human History Literacy Rates Have Continued Essay

Preschool education began to become a concern in the early 1800s. In1805, Johann Heinrich Pestalozzi, implemented the ‘Pestalozzi Method’ of teaching. He believed that children learn better through activity. His hands-on concept of learning at young ages has continued to be used in modern day preschools (Silber, n.d.). Preschool establishments in America were created to provide care for toddlers of working parents during the Industrial Revolution (Lipoff, 2011). In 1965 President Lyndon B. Johnson worked with a veteran politician, Sargent Shriver, to develop the Head Start program (Biography, 2014). This program was designed to provide a government funded organization which would provide education for tots of low income families. (History, 2015). Public and private preschools continue to thrive in schools all over the world today.

Teachers are major learning resources in a young child’s life. “Teaching young children is one of the most important and most difficult of educational jobs.” (Edwards, Knight, 1). With these things in mind, how effective are early childhood learning programs? What are their purposes? Through this research paper all of these questions and more will be answered. We will review the purpose of each program and it’s effects on the students. The purpose of this research paper is to investigate the effectiveness of early childhood learning programs with respect to the long-term academic achievement of those students who attend the early childhood programs.

When children complete their basic primary and secondary education it results in numerous benefits for the children as well as the society in general. Studies show that completing a basic education reduces poverty, increases income by up to 10% per extra year of attending school, saves lives of children whose mothers have a secondary education, reduces the chances of getting HIV and Aids, and increases economic growth and GDP (Jalan & Ravallion, 2000; UNESCO, 2011a). Almost 70 years after the UN’s declaration, and having invested billions of dollars in education, more than 59 million children of primary school age are not attending school and 883 million people over the age of 15 are illiterate (UNESCO, 2015; UNDP, 2015). In light of this, the UN set out the ‘Sustainable Development Goals’ in 2015 where one of the principle targets is that all children worldwide “complete free, equitable and quality primary and secondary education” by the year 2030 (UN, 2015, p17). There are many difficult obstacles to achieving this goal, and the following section will explain that economic factors, conflict factors, climate change factors, and gender factors, and language factors are the major issues that need to be addressed.

The way I’ve gone through literature in the past and how I have gone through it now, have changed drastically. In fact, it has changed quite a bit. When I was once a wee lad, I used to read a lot. Mostly likely I would’ve read most of the time because my mother would make me read the same book over, and over, and over all the time. The book that we read together is Love You Forever by Robert Munsch. If I had my own copy today, I’d read it quite often on my own due to the current situation with my mother. This book had meant so much to me since I was a child because of the personal story that was created through the pages, the story of the bond between my mother and I. But, I believe that after reading

According to Friedrich Froebel, “Children must master the language of things before they master the language of words.” Author David Elkind wrote an article titled “Much Too Early” about the difficulties children may face when they attend preschool at an early age. His purpose was to inform readers that the idea of children attending preschool would be a bad idea for their academic background in the future. Although children may be very anxious and excited to start school at such an early age, their ability to catch on and develop quickly may be at risk in the end.

However, there are limits to the reach and timeliness of early childhood education. First, children in the poorest quintile are still three times as likely to be out of school than those in the richest quintile (Richmond, 2008). Research has shown that access itself is not a guarantee of literacy. Completion of five to six years is a critical threshold for mastery of basic competencies such as literacy. However, the poor are often unable to attend for this length of time for various reasons, leading to completion rates 10-60% below enrollment rates (The Global Challenge of Education for All, 2002). On top of this, by definition, early childhood education cannot reach the 800 million illiterate adults. As a result, the best case scenario of funding universal childhood education will not eliminate illiteracy for a couple of generations.

Nevertheless, it not that easy to raise a child in today’s modern society. Poverty is one the major issues the entire world has to deal with but with poverty affecting millions of children it can bring serious consequences to the development of early childhood.

Early childhood education lays the foundation for future success. Therefore, primary education is a basic right that every child should be entitled to. However, in sub-Saharan Africa, one in five children received a primary education in the past and the proportions have considerably increased now to 59%. But even with this considerable increase to children who receive a primary education, literacy rates haven’t improved due to the inadequate quality of education. Therefore, lack of an adequate primary education is a problem in sub-Saharan Africa because it causes low literacy rates that harm the overall welfare of those countries and it could be best solved with a better internal education system and some external monetary aid.

Further, in this paper it will be shown how early childhood educators, parents, and policymakers are working together to ensure all young children have access to quality early learning programs. Such efforts are reliant upon governmental subsided programs such head start to help disadvantaged families with young children in poverty level communities. All Young children must have opportunities to get a head start in early learning and development. Early childhood education, play-based curricula, and Head Start are the three main factors that are crucial to the development and learning of young

Purpose: Review four articles about Early Childhood development. Description: Barnett and Belfield (2014) talk about a study that shows that three and four year old children that come from poor families with little education have a higher preschool attendance rate than other children. Gaynor (2015) talks about the early childhood development factors explaining the variance in school readiness among five year olds. Bridgemohan et al (2005) talks about how close contact and regular communication between home and school can help Early Childhood programs work better for everyone involved. Weber-Mayrer et al’s (2015) article is about how the educators also learn while they are teaching the children. Results: (self-explanatory)

Secular viewpoint: “In 1970, 28% of primary-school-age children in the world were not attending school, today this share has decline to 9%- equivalent to 60 million children not in primary education as the first visualization below shows” (Roser & Ortiz-Ospina, 2017,

The article, Child Development 2: Strategies for reducing inequalities and improving developmental out comes for young children in low-income and middle-income countries, details the second report in a series on early child development. It assesses the effectiveness of early child development interventions, such as the support of parents and preschool enrollment. Evidence has proven that child development needs some work and one way is through programs of higher quality for the most vulnerable children. Other promising ways to help include children’s educational media, interventions with children at high risk, and combining the promotion of early child development with conditional cash transfer programs. This means effective programs, policies, and other interventions can protect children from some of the negative consequences of living in low or middle income countries.

The field of human development has recently gained considerable importance globally. This results in shifting the contemporary educational discourse, one that moves ECED closer to the front of policy formation. Literature shows that developed nations are investing enormous resources into their early intervention programs, hence, during the last decade international aid agencies, and some education systems, have promoted the creation and expansion of ECED programs in developing nations too. With the innovations in ECED, there has been conducted a large number of researches to form an objective theoretical foundation (Penn, 2004) to support this advancement.

In Yemen, there are many kindergarten that help children get skills before they go to school. Children go to Kindergarten when they have three or four years old. Children acquire that they learn how they read and write alphabet. Likewise, America has the experiment for the early learning. the government needs to improve this experiment. " The President will propose a series

Education is a basic human right and it has been designed to be important for our future and social status. Education in the long term has designed us and how the world is functioning today. Education is obviously a good thing, the world wouldn’t be as sophisticated and advanced without the foundation of education, but in saying that there are aspects of education that are taught that can be considered to be flawed. In our personal life we have found that English being compulsory worldwide, the choice of science over liberal arts and selective history are design consequences of education. Looking back at history; modernity, colonialism and Eurocentrism has a clear impact on these consequences.