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Ece principles 2009

John Wilcox

Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justifiied whether these claims are justified. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry PreschoolProject, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, settings and conditions, as is being claimed? Geert Driessen (2023) The Perry High/Scope Preschool program. A critique Retrieved from https://encyclopedia.pub/entry/history/show/109024

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Documented efforts to enhance the development of children, especially to remediate the consequences of deprivation, have taken place since the early nineteenth century, when researchers learned that certain types of early experience were essential for the emergence of high intellectual functioning. More recently, studies of children in orphanages in the 1950s and 1960s initiated the investigation of what young children need to ensure healthy growth and development. Source: https://ebookschoice.com/early-learning-experiences/

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The Effectiveness of Early Childhood Development Programs A Systematic Review Laurie M. Anderson, PhD, MPH, Carolynne Shinn, MS, Mindy T. Fullilove, MD, Susan C. Scrimshaw, PhD, Jonathan E. Fielding, MD, MPH, MBA, Jacques Normand, PhD, Vilma G. Carande-Kulis, PhD, MS, and the Task Force on Community Preventive Services Overview: Early childhood development is influenced by characteristics of the child, the family, and the broader social environment. Physical health, cognition, language, and social and emotional development underpin school readiness. Publicly funded, center-based, comprehensive early childhood development programs are a community resource that promotes the well-being of young children. Programs such as Head Start are designed to close the gap in readiness to learn between poor children and their more economically advantaged peers. Systematic reviews of the scientific literature demonstrate effectiveness of these programs in preventing developmental delay, as assessed by reductions in retention in grade and placement in special education. (Am J Prev Med 2003;24(3S): 32– 46) © 2003 American Journal of Preventive Medicine Introduction Child development is an important determinantof health over the life course.1 The early years oflife are a period of considerable opportunity for growth and vulnerability to harm. Children’s developmental trajectories are shaped by sources of resilience as well as vulnerability. The cumulative experience of buffers or burdens is a more powerful determinant of children’s developmental well-being than single risk or protective factors.2 Early developmental opportunities establish a critical foundation for children’s academic success, health, and general well-being.3 Critical dimensions of child development are self- regulation, the establishment of early relationships, knowledge acquisition, and the development of specific skills. These dimensions are affected by individual neurobiology, relationships with caregivers, and physical and psychosocial exposures in the caregiving environment.4 The interaction of biology and the social environment exerts a powerful influence on a child’s readiness to learn and on success in school, both antecedents to health outcomes in later life.5,6 In addition to frequently cited risk factors for developmental dysfunction (e.g., premature birth, low birth weight, sequelae of childhood infections, and lead poisoning), exposure to an economically impoverished environment is recognized as a social risk factor.7–9 The socioeconomic gradient in early life is mirrored in cognitive and behavioral development.10 In the United States, where the rate of child poverty is substantially higher than that of most other major Western industrialized nations,11 children are almost twice as likely as any other age group to live in poverty. Among children under age 18, 16% (more than 11 million children) live in families with incomes below the federal poverty threshold ($13 ...

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As the power of community involvement is demonstrated in grassroots projects—urban gardening, local art installations, creative workspaces—we should be asking ourselves a question: how can we translate this excitement and teamwork into education? Learn how Denton, Texas, unified the city, school district, non-profits, faith-based organizations, and parents to enact a vision: a free pre-K education for Denton's children and a mentorship program for 10,000 of Denton's most at-risk students.

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The Positive Impact of an Early Childhood Education Krystal L. Sinclair Western Governor's Univeristy July 30, 2014 The Positive Impact of an Early Childhood Education Most people believe early intervention should start from the age of birth to eight years of age. While others believe early learning begins at age five. At this age children will enter into the cultural practice of formal learning (Education Encyclopedia- State University, n.d.). Early intervention programs are programs designed to help close the gap between children who aren't ready for the entrance into school. Especially those children who are considered to be at risk. Whatever, the age early intervention programs have proven to be an important aspect in the lives of many. Research has shown investing in early childhood education programs can benefit low soci-economic communities financially, prepare children from birth to age five for school and create productive and better citizens. Early childhood education programs and centers can produce a revenue of over 900,000 dollars annually (Steglin, 2004). If a center were to open in a low income neighborhood, it would bring jobs and more money into that area. Also bringing a place that could provide cognitive learning and structure for young children. So investing as little as $1.00 in early education can mean major returns over a long or short period of time. This is the type of revenue that could revive a struggling community or state. Making an investment in early childhood education a wise investment for investors and for the communities involved. ## Investing in early childhood education programs can benefit a low soci-economic community in a variety of ways. Michigan's High Scope Perry Preschool Program is a prime example of a wise investment. Established in 1967, it is the second oldest federally funded preschool program in the United States and the most enduring early childhood intervention. The High Scope Perry Preschool program was initially implemented in four sites and later expanded to twenty-five sites. Each of these twenty-five sites were designed to provide families in high-poverty neighborhoods high quality early childhood programs (Temple, 2011). The overall goal of these centers were to promote children's academic success and to facilitate parent involvement in children's education. ## Over the years the High Scope Perry Preschool Program has served a number children from low-income families. The High Scope Perry Preschool Program has also been the influence of many studies through out the years. For example: In 2003, Rolnick and Grunewald research showed a thousand dollar investment in early intervention programs had a return of over nineteen thousand dollars in a twenty year time span. When the Stock Market Investments only showed a return of less than four thousand dollars in a twenty year time span. Resulting in a fifteen thousand dollar difference between the two investme ...

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Test 1

1. Test Test Test Test test test

Test 1

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