Early Childhood Education

Effectiveness of Early Childhood Education

Last Updated Aug 20, 2008 00:05 PM

Presents the issues surrounding the all-day versus half-day kindergarten controversy and cites research comparing the two approaches. Describes in detail one all-day program, discusses typical learning andemotional problems encountered in the all-day setting, and provides a checklist for establishing an all-day program.
Huston-Stein, A.; Friedrich-Cofer, L.; and Susman, E.J. "The Relation of Classroom Structure to Social Behavior, Imaginative Play, and Self-Regulation of Economically Disadvantaged Children." Child Development 48(1977): 908-916.


Compares the effects produced when preschool children are in highly structured, adult-directed classes as opposed to those produced by less structured classes with more child selected activities. Children in 13 urban Head Start classes participated. Children in low-structure classes engaged in more prosocial behavior with peers, more imaginative play, more aggressive behavior, and more independent task persistence. High-structure children were more attentive and obedient.
Illinois State Board of Education. Effectiveness of Early Childhood Education Programs: A Review of Research. Springfield, IL: Department of Planning, Research, and Evaluation, 1985. (ED 260 825)


Reviews research and evaluation studies of early childhood programs. Participants in preschool programs had higher IQs and achievement levels than nonparticipants, and some of these beneficial effects persisted into the teenage years. Participants also outshone their counterparts on noncognitive measures.
Irvine, D.J. Evaluation of the New York State Experimental Prekindergarten Program. Albany, NY: New York State Department of Education, 1982. (ED 217 980)


Reports the results of a longitudinal study of the effects of an experimental prekindergarten program on the cognitive and noncognitive development of participating children. Also reports the results of a substudy of the effectiveness of providing staff development to enhance program continuity.
Irvine, D.; Flint, D.; Hick, T.L.; Horan, M.D.; and Kukuk, S.E. Continuity of Learning Experiences: A Key to Long-Range Effects of Prekindergarten. Albany, NY: New York State Education Department, 1980.


Investigates the effects of increased continuity in early childhood education on the general reasoning ability and knowledge of verbal concepts of program children. Staff in seven districts received training designed to increase continuity among the school's preschool, kindergarten and first grade programs. Experimental children outperformed controls.
Karweit, N. Effective Elementary Programs and Practices for At-Risk Students. Baltimore, MD: Center for Research on Elementary and Middle Schools, Johns Hopkins University, 1988.


Discusses research on programs and practices for preschool, kindergarten and elementary level children and looks at the implications of research findings for program development for disadvantaged children.
Lazar, I., and Darlington, R. Lasting Effects of Early Education: A Report from the Consortium for Longitudinal Studies. Monographs of the Society for Research in Child Development, Serial No. 195, Vol. 47, Nos. 2-3, 1982.


Investigates the long-term effects of early childhood education on disadvantaged children. Twelve investigators, who had designed and conducted programs in the 1960s, pooled their original data and conducted a collaborative follow-up of the original subjects, then ages 9-19. Descriptions of each program, evaluation results, and overall effects are included.
McKey, R.H.; Condelli, L.; Ganson, H.; Barrett, B.J.; McConkey, C.; and Planz, M.C. The Impact of Head Start on Children, Families, and Communities. Final Report of the Head Start Evaluation, Synthesis and Utilization Project. Washington, DC: CSR, Inc., 1985. (ED 263 984)


Applies the statistical techniques of meta-analysis and other methodologies to virtually all existing published and unpublished Head Start research. Corroborates previous research on preschool programs regarding declining achievement benefits, but notes that former Head Starters are less likely to repeat grades or to be placed in special classes than non-Head Starters. Presents extensive information regarding the impact of Head Start on children's health, on families, and on communities.
Miller, L.B., and Dyer, J.L. Four Preschool Programs: Their Dimensions and Effects. Monographs of the Society for Research in Child Development, Serial No. 162, Vol. 40, Nos. 5-6, 1975.


Reports results from an experimental comparison of four prekindergarten programs and a three-year follow-up through second grade. Programs included: Montessori, Traditional (enrichment), Bereiter-Engelemann, and Darcee. All programs produced IQ and achievement gains, but these did not persist over time. Noncognitive effects detectable after four years were in the areas of motivation and attitudes.
Nieman, R.H., and Gastright, J.F. "The Long-Term Effects of Title I Preschool and All-Day Kindergarten." Phi Delta Kappan 63(1981): 184-185.


Compares the fourth and eighth grade school performance of children who had attended both preschool and all-day kindergarten with the performance of those who did not attend preschool and attended kindergarten only halfdays. The preschool/all-day kindergarten group scored higher in both math and reading at both the fourth and eighth grade levels. They also repeated fewer grades and experienced fewer referrals to special classes.
Northwest Regional Educational Laboratory. Effective Schooling Practices: A Research Synthesis. Portland, OR: NWREL, 1984.


Presents, in list form, the classroom, school, and district characteristics which research has found to be positively related to student achievement and behavioral outcomes. Draws from nearly 300 primary and secondary sources.
Powell, D.R. "Effects of Program Models and Teaching Practices." Young Children 41(1986): 60-67.


Reviews findings of selected studies on the effects of different types of preschool programs and teaching practices on children's later academic and social behavior. Study findings do not permit firm, general conclusions about the relative effectiveness of different approaches, but there are indications of patterns and of directions for further research.
Puleo, V.T. "A Review and Critique of Research on Full-Day Kindergarten." The Elementary School Journal 88(1988): 427-439.


Identifies the many methodological flaws and other limitations of the full-day/half-day kindergarten research and cites findings emerging from this research. Full-day kindergarten was found to produce greater short-term and long-term gains, especially for disadvantaged children. Reducing class size was more effective than extending the kindergarten day. No differences were noted for noncognitive outcomes.
Schweinhart, L.J. The Preschool Challenge. High/Scope Early Childhood Policy Papers, No. 4. Ypsilanti, MI: High/Scope Educational Research Foundation, 1985.


Discusses the high percentage of preschool-age children who are living in poverty and the likelihood that these children will remain poor all their lives without intervention. Reviews research on the effectiveness of early childhood programs in combatting the negative academic and social consequences of poverty.
Schweinhart, L.J.; Weikart, D.P.; and Larner, M.B. "Consequences of Three Preschool Curriculum Models Through Age 15." Early Childhood Research Quarterly (1986): 15-45.

See also Early Childhood Education 468 1 - 9