Early Childhood Education Essay

gazump in that location has been a great deal of search conducted in the loose emergence of proto(prenominal) pip-squeakhood genteelness. During the pre check years, the human header is growing quick and extremely sensitive to new information. Researchers bedevil conducted studies in an effort to memorialize a correlation between enrollment in archean upbringing and cognitive and aff satisfactory ripening. This paper will provide a abbreviated overview of the yields from the fol humiliateding the top get moving chopineme studies, the High/Scope Perry Pre give slightons study, and the pip-squeak P arnt contract in Chicago. This paper will excessively converse the pretend of electric razorc atomic number 18 facilities on boor development. The vast amount of enquiry provided by these studies effectively arrays an increase in cognitive development in the pre shoalers that were enrolled and represent that negative favorable expressions were reduced as a result of early tuition intervention. The research indicates that each(prenominal) children exhibited signs of cognitive and hearty growth, only that underprivileged children were partakeed the most. claw- cargon facilities were not as productive furthering childhood development. This paper will conclude by addressing the need of well-developed pre teach com limiter syllabusmes and the need for intimate teachers in the pre take environment.Keywords early childhood education, pre teach, cognitive and social development azoic kidskinhood Education Impact on Cognitive and Social ripeningPreschool is a term that defines early childhood education for children ranging from ages two by means of four years old. Preschool straighten outs normally consist of federally funded programs, state and local preschools, and child like facilities. Preschool enrollment has increased dramatically over the plump few decades. Approximately 75% of four year olds and 50% of tether year o lds atomic number 18 enrolled in a preschool center, which is a statistically pregnant contrast from 10% in the 1960s (Barnett, 2008). Not only has on that point been an increase of children enrolled in populace preschools, but also in toffee-nosed preschools (Barnett, 2008). This increase whitethorn be attributed to the need for childcare as the mesh force shifted from a single income to dual income fellowship or the longing to equip children with the necessary skills to help them in their educational career (Barnett & Yarosz, 2007).winter and Kelley (2008) describe that many early childhood teachers plant that nearly leash of their students were deficient in certain areas that were sure to hinder their educational victory (p. 260). There hold in been many studies conducted to try and define the impact of preschool on a childs development. Researchers form studied promontory lift out programs across the country, the High/Scope Perry Preschool, the claw Parent Cente r in Chicago among others, and child care facilities. Early puerility Education research has shown that preschool has an impact on a childs cognitive and social development, with the greatest impact on minority and dis advantaged children.Developing starMost grows and educators know that a childs brain, from birth to approximately tail fin years of age, is exceptionally conquerable to the learning of new skills and concepts. wintermagazine and Kelley (2008) state that the neural connections or synapses develop at a phenomenal rate during this cadence which aids in developing a mental home for later skill acquisition (p. 263). Due to the brains extreme susceptibility during the preschool years, not only do preschoolers develop cognitive skills they need, but also socio-emotional skills.Mai, Tardif, Doan, Liu, Gehring, and Luo (2011) conducted a study of confirmatory and negative feedback in preschoolers, which showed that preschoolers are more reactive to irresponsible feed back than to negative feedback (p. 5). They concluded that the importance of the amount of positive feedback was noteworthy enough that it may stimulate preschoolers desire to learn (Mai, et al, 2011). Researchers have imbed that during this early period of childhood development, children are able to boost un swellederated motor skills and acquire language ( spend & Kelley, 2008, p. 262).Due to the queer nature of the brain during preschool years, experiences or lack of fire impede child development ( overwinter & Kelley, 2008, p. 263). In a study conducted by Burger (2012), a toddlers workings memory place positively impact a childs behavior and has a positive influence over a childs math and reading ability (p. 210). A young childs brain, if stimulated inappropriately, can have an adverse impact on cognitive and social development. A childs cognitive development is connected to their social development. Willis and Schiller (2011) propose that positive early experiences prom ote best brain development, which impacts all areas of development (para. 1).Impact of Government Preschool programsIn 1965, the power point decease program was created in an effort to provide an array of social, health, and educational services for young children and their families (Winter & Kelley, 2008, p. 261). This program is federally funded and targets underprivileged children. Underprivileged children are more susceptible to fall behind or to not clear their education referable to lack of early education intervention. There is livelihood that shows that minorities and poor children struggle with language, literacy, social, and other skills needed (Child Trends & Center for Child health Research, 2004 Early et al, 2007), than children who are not underprivileged (Winter & Kelley, 2008, p. 260).Burger (2009) reports that a majority of children from misfortunate socio-economic backgrounds are more seeming to experience grade repetition, to require redundant education al assistance throughout their school career, or ultimately flummox high school dropouts (p. 142). Ludwig and Phillips (2007) reported the findings of an evaluation completed by Garces, Thomas, and Currie (2002) that compared siblings, each attending or not attending the crack capture Program (p.4). They wrote that the sibling that attended Head put down were 22% more likely to graduate and 19% more likely to seek higher education (p. 4).The guinea pig Impact Study (NIS) is one of the most in depth study on the Head sugar program, and involves a random compiling of children enrolled in Head pioneer throughout the country between the ages of 3 and four years old (Pianta, Barnett, Burchinal, & Thornburg, 2009, p. 59). This study showed that in that respect was minor cognitive and social growth over a nine month period. Barnett (2008) reported an increase of 0.20 standard deviations on cognitive development and a diminution of 0.05 standard deviations in negative social b ehavior, such as hyperactivity for third year olds (p. 6).However, upon completing a fol outset up on the study, the cognitive realises gained by the children were no longer observed at the end of their kindergarten school year (Pianta, Barnett, Burchinal, & Thornburg, 2009, p. 59). Parents reported positive changes in their childs alveolar consonant and physical health and the research indicates an increase of 0.12 standard deviations (Barnett, 2008, p. 6). There was a case of four year olds that experienced greater cognitive development. This was illustrated by the Peabody Picture Vocabulary Test, which had an increase of 0.20-0.27 standard deviations (Barnett, 2008, p.7).The Tulsa Head Start program was designed with a vision to help children develop skills for school readiness. This preschool program is funded by the state and is a part of the Tulsa general School dodge therefore, teachers must possess a Bachelor of Art stagecoach and have a certification in early childhoo d education (Gormley, Phillips, & Gayer, 2008). The Tulsa Head Start program study compared the Tulsa Public School (TSP) pre-kindergarten against the Tulsa Head Start program. The study showed that the TSP pre-kindergarteners showed vast improvement in letter-word identification, spelling, and applied problems, whereas the Tulsa Head Start preschoolers results were deemed notable (Gormley, Phillips, & Gayer, 2008).While Head Start programs are supposed to sting to a national standard (Pianta, et al, 2009), many do not have the same requirements (p. 55). Pianta and his colleagues (2009) explain that most teachers working for Head Start programs gravel less than $26,000 per year, with the exception of Tulsa Head Start whose teachers earn a symmetric teacher salary (p. 55). This may explain why the results of the Tulsa Head Start studies are not typical compared to other Head Start studies (Barnett, 2008, p. 7).teacher qualifications of the Head Start employees may have an impact o n the low levels of development observed of children in the program. Before 2011 Head Start teachers (excluding the Tulsa Head Start teachers) were not required to obtain an associate degree and directors did not have to possess a bachelor degree (Pianta, et al, 2009). However, Pianta and his colleagues (2009) report that by the year 2013, at least fractional of all Head Start teachers will be required to obtain a bachelors degree (p. 55).Because the Head Start studies were conducted in varying locations and on a variety of children, it is difficult to pinpoint the exact impact of cognitive and social development for each child. The rate of attendance also varies on location. well-nigh Head Start programs have fewer than five days of schedule class per week, while others attend the program five days a week during an entire school year (Pianta, et al, 2009, p. 54).Major winneres of the Head Start programs appear to be achieving higher educational levels and change health for child ren. The Head Start program reduced the mortality rate of children between the ages of five and nine years old (Barnett, 2008, p. 8) and provided a cognitive advantage in school achievement (Reynolds & Ou, 2011, p. 556). There were no extraordinary impacts on childrens social development throughout the Head Start studies. The program, however, has received strange reviews. Williams (2010) explains that because there is no outrankly way to measure the effectuate of this program, there have been reports of positive short-term gains in cognitive functioning (p. 4) and the program has received criticism for only producing short term benefits (Williams, 2010, p. 4).Impact of Public PreschoolAnother option for children is a commonplace preschool program. There are overt preschools that function resembling to the Head Start program, in which they target children from low income families. The teaching credentials of preschool teachers differ from other educators in the public school s ystem and vary throughout different states. The requirements for public preschool teachers range from possessing a Child Development Associate (CDA) to a bachelors degree (Pianta, et al, 2009, p. 55). Public preschool programs tend to be successful in the area of cognitive and social development due to the increase of attention from the teacher (Barnett, 2008, p. 8). The question of teacher prize in preschools is of a major concern and can have a direct impact on childhood development. Winter and Kelley (2008) explain that the development of a childs social behavior correlates with the quality of the teacher (p. 263).The most significant research on public preschools stems from the High/Scope Perry Preschool study. In this study that lasted for two years, approximately one hundred thirty children, minority and underprivileged, were either enrolled in a half-day preschool or assigned to a control group (Barnett, 2008, p. 9). These participants were chosen by the following criteria low levels of parent education, socioeconomic status, and low intellectual performance (Williams, 2010, p.4). The results were astounding. Barnett (2008) reported that language and introductory cognitive skills increased by approximately 0.90 standard deviations (p. 9).The cognitive advantage was short-lived as children from the control group were caught up during kindergarten (Barnett, 2008, p. 9) however, Reynolds and Ou (2011) determined that there was an advantage on educational attainment (p.556). The Perry study also showed severalise of social development in later years. The students demonstrated appropriate classroom etiquette, had lower levels of delinquency, and a higher rate of commencement (Barnett, 2008, p. 9). Burger (2009) explained that the Perry study is unique in nature due to the environment of the classroom (para. 5.2). He added that preschools similar to the Perry preschool have low child-to-staff ratios (Burger, 2009, para. 5.2), so teachers are able to be readily available to their students.Another influential study on preschool impact is the Child Parent Center (CPC) study on a preschool in Chicago. This program was directed more for children from the ages of cardinal to nine years old (Williams, 2010, p. 5). This preschool is tailor to low-income families that includes a half-day preschool, kindergarten, and a follow-on elementary school component (Barnett, 2008, p. 11). The results of all CPC studies were positive for impact on childrens cognitive development (Barnett, 2008, p. 12). The CPC study showed that act preschoolers had higher test tons up until eighth grade, a decrement of delinquency, and observed an increase in the percentage of high school graduates (Pianta, Barnett, Burchinal, & Thornburg, 2009,p. 62). Reynolds and Ou (2011) also evaluated the CPC study and assemble that former students tend to have less insecurity of experiencing depression and generally have higher occupational stature (p. 558).The National lend for Early Education Research (NIEER) reports that the Abbott Preschool Program has had a awe both(prenominal) effect on child development as measured in 2005 and 2006 with the Abbot Preschool Program Longitudinal Study (APPLES) (Study of Abbott, 2007). The Abbott Preschool was opened in 1999 and was put in place to serve the highest-poverty school districts (Study of Abbott, 2007) in the state of bleak Jersey (Study of Abbott, 2007). This preschool program showed positive cognitive growth in their students through their kindergarten year. The students enrolled showed significant achievements in English, reading, and mathematics (Study of Abbott, 2007). This program not only measured student progress, but also took into account the quality of the classroom. The study found a significant increase in child learning, language and reasoning, activities and interactions, and program structure (Study of Abbott, 2007).Other studies of public preschools provided results depicting so cial development and school preparedness (Barnett, 2008, p. 10). Pickens (2009) explains that public preschool programs show a positive impact on childrens behavior outcomes, especially for children living in poverty (Barnett, 1995 Peterson & Zill, 1986). In the preschool setting, children are exposed to other children from different backgrounds, different personalities and different ethnicities. During this time in childhood development, children begin to learn social behavior. Pickens (2009) explains that these social behaviors are influenced by their teachers and classmates (p.263).Participation in the preschool setting allows children to learn how to interact with classmates and represent situations that can mold their cognitive development (Willis & Schiller, 2011). Attending a preschool class helps to enable a child to learn to regulate their emotions, communicate effectively with others, cooperate with others, and to follow directions (Pickens, 2009, p. 263). Children model what they see. Pickens (2009) urges educators and parents to assist children in developing heavy behaviors in an effort to avoid a negative path of conductal and academic issues (p.264).Impact of Child Care FacilitiesChild care facilities can consist of home-based child care or child development centers (with some centers offering half-day preschool programs). These facilities are normally center-based and care for infants from six weeks old to three year olds (Pickens, 2009, p. 262). Child care facilities were found to have the tenuousest initial set up on childrens learning and development (Barnett, 2008), while home-based daycare had no effect on building cognitive skills (p. 5). This is not to say that all home-based daycares are not able to provide some cognitive benefit to children. If a home-based child care program is well-developed and provides a high-quality (Winter & Kelley, 2008), then children are more likely to benefit cognitively (p. 263). This high-quality can als o doctor a difference in child care centers. The National Institute of Child Health (NICHD) and Human Development Study of Early Child Care and Youth Development (SECCYD) showed that higher quality care(Belsky, Burchinal, McCartney, Vandell, Clarke-Stewart, & Tresch Owen, 2007) had a positive impact on childrens vocabulary skills (p.681).The NICHD SECCYD conducted future evaluations and found that some effects wore off at four and a half years old, while when evaluated in third grade the children had higher scores on standardized tests of math, memory, and vocabulary skills (Belsky, et al, 2007). The cognitive long-term benefits of attending child care may result in an increase in household income caused by working mothers however, working mothers tend to spend less time with their children (Barnett, 2008). Just like preschool, child care can benefit underprivileged children. Belsky et al (2007) stated that child care can serve as an effective intervention for low-income children ( Hart & Risley, 1995) that live in a household missing in literary skills (p.697).Barnett (2008) mentioned that some studies show an actual regression of social development as children were more prone to be aggressive (p.6). Winter and Kelley (2008) also report that the amount of time a child spends in child care has an impact of negative behaviors when they reach elementary school (p.263). Others believe that a childs negative behavior is may correlate with the amount of time spent in day care. Pianta and his colleagues (2009) found that children who spent the least amount of hours in day care had less troublesome behavior (p. 58).Just as the quality of the Head Start and preschool teacher had an impact on the child, so does the caregiver at a child care center. The lack of academic qualifications of child care workers or lack of academically challenging curriculum can attribute to the small cognitive development observed in children who attend child care versus a more academically centered program. Meyers (2007) reports that the approximately two and a half million child care teachers are some of the last paid, only earning approximately $18,000 annually (para. 1). This is significantly lower than other early education teachers. The cognitive and social impacts on children are strongly colligate to child-to-teacher ratio, total number of children in a room, and the teachers qualifications (Clothier & Poppe, 2007). However, it has been celebrated that the amount of attention the caregiver offers to the child can have an impact on their social and cognitive development (Pianta, Barnett, Burchinal, & Thornburg, 2009, p. 58).ConclusionThere are noticeable short-term and long-term impacts on a childs development, cognitively and socially, with the aid of early childhood education programs. Because the brain is vulnerable at this age it is in these years that children experience dramatic improvements (Mai, et al, 2011) in their cognitive and social abilities. T he government funded program, Head Start, has indicated that while children do show immediate, moderate growth in cognitive development, social benefits were not as prominent. This program has proven to be beneficial to children from low- income families, as it has resulted in improved literacy, language skills and an increased rate of commencement. Preschool studies have also shown an increase in reading and mathematics ability and in some cases extending into elementary school years. The social benefits of a preschool education have had an even longer impact on a childs future behavioral issues.There is a vast amount of research that shows that the early years of a childs development can influence future success (Winter & Kelley, 2008), so federal and state policy makers should not depart from preschool education models that have proven highly effective (Barnett, 2008). It is important that in order for preschool programs, government-funded and public, to continue to be effective in child development, the need for well-designed programs is a must (Barnett, 2008). These well-designed programs must demand a high caliber of teachers that have formal post-secondary education in the area of early childhood development. Preschools should be prepared meet the needs of the variety of students from different backgrounds and be able to give children in need more of a priority (Barnett, 2008). more(prenominal) research on the impact of early childhood education is needed, due to the varying types of programs that are currently in place.ReferencesBarnett, W. S. (2008). Preschool education and its lasting effects Research and policyimplications. Boulder and Tempe Education and the Public Interest Center & EducationPolicy Research Unit. Retrieved family 12, 2012 from http//epicpolicy.org/publication/preschooleducation Barnett, W. S., & Yarosz, D. J. (2007). Who goes to preschool and why does it matter? Preschool Policy Brief, 15, p. 2. Retrieved October 8, 2012 from http //nieer.org/resources/policybriefs/15.pdf Belsky, J., Vandell, D.L., Burchinal, M., Clarke-Stewart, K.A., McCartney, K., Owen, M.T., & the NICHD Early Child Care Research Network. (2007). Are there long-term effects of early child care? 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