Early Childhood Education

Early Childhood Education Programs

Last Updated Aug 20, 2008 11:05 AM

Compares the effects of three preschool curricula--the High/Scope model, the Distar model, and a traditional nursery school model--on various factors in the lives of previous participants at the age of 15. Programs were roughly equal in producing IQ and achievement gains. Social and behavioral outcomes greatly favored High/Scope and traditional nursery school over Distar.
Smothergill, N.L.; Olson, F.; and Moore, S.G. "The Effects of Manipulation of Teacher Communication Style in the Preschool." Child Development 42(1971): 1229- 1239.

Compares the effects of two teaching styles on the classroom behavior of 12 preschoolers. Half experienced an elaborative style in which teachers gave elaborate task information and encouraged children's comments and involvement, while the other half were given only necessary task information and no encouragement. The elaborative group outperformed their peers on verbal tasks; no differences were noted in nonverbal tasks.
Stallings, J.A.; and Stipek, D. "Research on Early Childhood and Elementary School Teaching Programs." In Handbook of Research on Teaching. Third Ed. Edited by M.C. Wittrock. New York: Macmillan Publishing Co., 1986.


Reviews several large-scale longitudinal studies on the cognitive and affective outcomes of preschool programs. Programs utilizing different models and teaching strategies were found to be effective, with their participants significantly outperforming controls on measures of IQ, achievement, dropout rates, retention, referrals to special classes, teen pregnancies, employment, arrests, etc. The chapter also reviews elementary level programs and examines in detail the techniques of mastery learning and cooperative learning.

OTHER REFERENCES

Brown, B. "Head Start: How Research Changed Public Policy." Young Children 40(1985): 9-13.


Traces the history of research conducted on the effects of Head Start programs and the way research results-- and interpretations of them--have influenced Head Start policy and funding.
Cheever, D.S., Jr., and Ryder, A.E. "Quality: The Key to Successful Programs." Principal 6(1986): 18-21.

Discusses the benefits to individuals and to society of early childhood education programs, and identifies components of high-quality programs. Provides an overview of some of the research on the cognitive, affective, and economic outcomes of preschool programs.
Council of Chief State School Officers. A Guide for State Action: Early Childhood and Family Education. Washington, DC: CESSO, November 1988.


Describes current early childhood needs and provisions in various states and in the nation as a whole and offers recommendations for the establishment of programs for young children and their families.
Cowles, M. "Early Childhood Curriculum." Acting on What We Know: Developing Effective Programs for Young Children, edited by K.J. Swick, and K. Castle. Little Rock, AK: Southern Association on Children Under Six, 1985. (ED 262 865)


Identifies the beneficial effects of high-quality early childhood education programs and specifies the components of effective programs.
Day, B.D. "What's Happening in Early Childhood Programs Across the United States." In C. Warger (ed.) A Resource Guide to Public School Early Childhood Programs. Alexandria, VA: Association for Supervision and Curriculum Development, 1988.


Identifies trends in early childhood education programming and includes data on state initiatives regarding preschool programs.
Elkind, D. "Educating the Very Young: A Call for Clear Thinking." NEA Today 6(1988): 22-27.


Discusses the role of early childhood education in society, presents evidence regarding the appropriate instructional content of preschool programs, examines the role of early childhood education in the experience of disadvantaged children, reviews program models, and discusses the role of the public schools in providing preschool programs.
Glazer, J. "Kindergarten and Early Education: Issues and Problems." Childhood Education 62(1985): 13-18.


Reviews research on the effects of preschool and kindergarten, offers recommendations, and suggests areas for further research to clarify areas where research findings are inconclusive.
Katz, L.G. Current Issues in Early Childhood Education. Champaign, IL: ERIC Clearinghouse on Early Childhood Education, 1987. (ED 281 908)


Examines issues raised in recent early childhood education research and other literature. Confirms the effectiveness of early childhood programs in general and discusses controversies such as the advisability of schooling for four-year-olds and the most effective preschool and kindergarten models.
Meisels, S.J. "The Efficacy of Early Intervention: Why Are We Still Asking This Question?" Topics in Early Childhood Special Education 5(1985): 1-11.


Speculates that uncertainty about the efficacy of early intervention comes from a lack of clarity regarding four basic assumptions of intervention programs: (1) theory of human development, (2) specific interventions, (3) how change is measured, and (4) procedures for selecting participants.
National Association for the Education of Young Children. Good Teaching Practices for 4- and 5-YearOlds. Washington, DC: NAEYC, 1986.


Describes appropriate and inappropriate practices used with children in preschool settings. Includes a bibliography organized by developmental category.
NASBE Task Force on Early Childhood Education. Right from the Start: The Report of the NASBE Task Force on Early Childhood Education. Alexandria, VA: National Association of State Boards of Education, 1988.


Recommends that early childhood units be established in elementary schools and that public schools develop partnerships with other ECE programs and community agencies.
National Black Child Development Institute. Safeguards: Guidelines for Establishing Programs for Four-Year-Olds in the Public Schools. Washington, DC: The National Black Child Development Institute, 1987.


Identifies and elaborates on ten preconditions for effective public school preschool education, particularly for black children.
Robinson, G.E., and Wittebols, J.H. Class Size Research: A Related Cluster Analysis. ERS Research Brief. Arlington, VA: Educational Research Service, Inc., 1986.


Summarizes 100 research studies conducted between 1950 and 1985 and uses a clustering approach to group and regroup the studies into 18 major areas of concern. Conclusions are offered for each of the 18 areas.
Schweinhart, L.J. Early Childhood Development Programs in the Eighties: The National Picture. Ypsilanti, MI: High/Scope Early Childhood Policy Papers, No. 1, 1985. (ED 262 902)


Reports on the status of early childhood care and education in the U.S. in the 1980s, with a special focus on federally funded programs. A discussion of preprimary populations and program enrollment is followed by a discussion of federal and state ECE programs.
Schweinhart, L.J., and Weikart, D.P. "Evidence that Good Early Childhood Programs Work." Phi Delta Kappan 66(1985): 545-551.


Reports the findings of seven longitudinal studies on the effects of preschool programs on the later cognitive and noncognitive performance of graduates aged 9-21. Findings include that graduates experience improved intellectual performance during early childhood, better scholastic placement and achievement in elementary school, and a lower rate of delinquency and higher rates of high school graduation and employment by age 19.
Schweinhart, L.J. When the Buck Stops Here: What it Takes to Run Good Early Childhood Programs. Presentation at the Annual Conference of the National Association of State Boards of Education, 1987.


Identifies critical components in high-quality early childhood education programs and provides guildelines for achieving these. Includes a questionnaire for users to determine program quality.
Schweinhart, L.J.; Berrueta-Clement, J.R.; Barrett, W.S.; Epstein, A.S.; and Weikart, D.P. "The Promise of Early Childhood Education." Phi Delta Kappan 66(1985): 548-553.


Reviews findings from the Perry Preschool Project Study in Ypsilanti, Michigan and looks at the implications of these findings for early childhood education in general.
Spencer, M., and Baskin, L. Microcomputers in Early Childhood Education. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, 1983. (ED 227 967)


Presents concepts and offers discussions of topics related to computers and young children, including effects of computer use, computer literacy, CAI, programming, computer art, word processing, and administrative uses.
Verzaro-Lawrence, M. "Early Childhood Education: Issues for a New Decade." Childhood Education 57(2): 104-109.


Reviews research from the seventies on the effects of early childhood education programs and identifies future issues of concern to program planners, researchers, and funding agencies.
Zigler, E.F. "Should Four-Year-Olds Be In School?" Principal 65(1986): 10-13.


Discusses various aspects of the preschool education issue--beneficial, neutral or harmful; compulsory or elective; formal education or day care. Warns against the notion that early childhood education can undo the harm caused by poverty and deprivation. Advocates inschool day care for young children.

See also Early Childhood Education 469 1 - 13