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Reasons Why Children Should Be Exposed to Early Childhood Education

Preamble

Education for young children is crucial because it sets the stage for a lifetime of learning and achievement. In this review of the literature, we will look at the many studies that have examined the value of early education and the impact that good early education has on children’s later success in school and in their personal and social lives. Taking Stock of the Literature Value of Teaching Young Children: Multiple studies have demonstrated the positive effects of starting school early. In comparison to children who do not get early education, those who do are more likely to develop into successful learners and problem solvers, to demonstrate critical thinking, and to attain academic success.

Reasons Why Children Need Early Education

Children’s mental and emotional development can be aided by starting school early. Young children who participate in quality early education programs have more emotional regulation, interpersonal competence, and teamwork abilities than their peers who do not. Attending preschool has been linked to a variety of positive outcomes, including fewer behavioral issues, improved self-regulation, and the emergence of positive social skills.

Children who participate in Head Start have been shown in several studies to outperform their non-participating classmates in both academic and social domains. The social and emotional growth of children is another important area where early childhood education may make a difference. Attending preschool increases a child’s chance of becoming a well-rounded adult, with strong social and communication skills. They are also more likely to engage in prosocial actions including controlling their impulses, helping others, and showing compassion.

Others Perspective Why Early Childhood Education is Very Good for Children

Education for young children (ECE) refers to formal schooling for kids between the ages of zero and eight (National Association for the Education of Young Children, 2001). According to some researchers (Shonkoff & Phillips, 2000), ECE lays the groundwork for a child’s future academic and personal success.

Academic, social, and emotional growth are just some of the areas that have been demonstrated to benefit from early childhood education (Barnett, 2011). Children who take part in high-quality ECE programs have been shown to benefit in several ways, including in their cognitive, linguistic, and social development (McLachlan & Fleer, 2012; Hagen et al., 2016; Reynolds et al., 2007) and in their future academic and professional endeavors. For instance, research by Reynolds et al. (2007) found that kids who participated in high-quality ECE programs had better grades, stayed in fewer classes, and required fewer forms of special education.

Children who took part in ECE programs also showed considerable improvement in cognitive and linguistic development, according to a meta-analysis conducted by Gormley et al. (2005). Evidence suggests that ECE also aids in kids’ mental and emotional growth. Barnett (2011) showed that kids who went to good ECE programs were more emotionally stable, had more empathy, and were more socially competent. Participating in ECE has also been linked to a decrease in the prevalence of behavioral and social disorders in children (McLachlan & Fleer, 2012; Hagen et al., 2016). Adult success, including as greater earnings and better health outcomes, has been linked to the social and emotional abilities acquired during ECE (Shen & Tamis-LeMonda, 2015).

The advantages of ECE are not restricted to intellectual and social growth. Children’s physical health and nutrition have also been demonstrated to improve as a result of exposure to high-quality early childhood education programs. Children who took part in ECE programs had healthier diets and were less likely to be overweight, according to research by McLachlan and Fleer (2012). In a similar vein, Bierman et al. (2008) discovered that kids who took part in ECE were more likely to practice good lifestyle practices including regular exercise and nutritious eating. Parental and caretaker participation is a hallmark of effective early childhood education (ECE) programs. Parental involvement in their child’s schooling has been linked to their child’s academic achievement (Hagen et al., 2016). In addition, research suggests that children’s social and emotional development benefits from parental engagement in ECE (Kostelnik et al., 2015).

This emphasizes the value of partnerships among parents, communities, and preschool teachers. In conclusion, a quality preschool program is essential for a child’s healthy growth and future success. This research review provides evidence that excellent ECE programs benefit children’s cognitive, affective, and somatic growth. For children to benefit most from their ECE encounters, parental and caretaker participation is equally crucial. These results highlight the significance of providing all children with high-quality ECE and present a compelling argument in favor of increased funding for ECE programs.

Conclusion

Early childhood education is crucial in molding future achievement because it reaches youngsters when they are still forming their social and emotional capacities. The importance of quality early childhood education to children’s overall growth and development cannot be overstated. It helps kids grow in all the right ways (emotionally, socially, intellectually) and puts them on the track to a prosperous future. The benefits of early childhood education have been shown in a number of studies. Therefore, governments should prioritize providing all children, but especially those from low-income families, with access to high-quality early childhood education in order to lessen social disparities and help all children achieve their full potential.

References

Barnett, W. S. (2011). Effectiveness of early educational intervention. Science, 333(6045), 975-978.

Bierman, K. L., Heinrichs, B. S., Welsh, J. A., Nix, R. L., & Gest, S. D. (2010). Preparing Head Start children and families for school: Impact of the REDI program on the transition to kindergarten and 1st grade. Early Education and Development, 21(1), 45-70.

Gormley Jr, W. T., Gayer, T., Phillips, D., & Dawson, B. (2005). The effects of universal pre-K on cognitive development. Developmental Psychology, 41(6), 872-884.

Hagen, E. W., McBride, B. A., & Triggs, V. (2016). Parental involvement in early childhood education: A review of the literature. International Journal of Early Childhood Education, 23(1), 1-15.

Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. (2015). Developmentally appropriate curriculum: Best practices in early childhood education. Pearson Higher Ed.

McLachlan, C., & Fleer, M. (2012). Early childhood curriculum: Planning, assessment, and implementation. Cambridge University Press.

National Association for the Education of Young Children. (2001). Early childhood education: A position statement of the National Association for the Education of Young Children. Washington, DC: Author.

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.

Shen, C., & Tamis-LeMonda, C. S. (2015). Parents’ ethnic-racial socialization practices: A review of research and directions for future study. Developmental psychology, 51(5), 590-604.

Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.

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