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August 1, 2007
Vol. 49
No. 8

Message from the Executive Director / Fostering Hope and Vision for Early Childhood Education

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      When children enter school for the first time, educators have infinite possibilities to begin inspiring, challenging, and teaching them. Unfortunately, numerous obstacles such as poor health and nutrition and inadequate mental stimulation, socialization, and preparation burden many children. Effective early childhood education programs can mitigate these obstacles.
      ASCD has advocated effective early childhood education programs since 1959. We support these programs based on research in neuroscience that reveals the plasticity of the young brain, the astounding mental growth in the first few years of life, and the learning potential of very young children. Furthermore, we know from research that the period from infancy to 6 years old shapes ability and motivation.
      Today, too many children are not receiving the encouragement, mental stimulation, and nutrition required to become healthy, motivated learners. "Holistic child development programs address factors critical to learning that contribute to but are not measured strictly by academic achievement, including the health and emotional well-being of the child" (Nelson, 2006, p. 2).
      Extensive research affirms the expanded benefits resulting from effective early childhood education. A study conducted by Clive Belfield and Heather Schwartz (2006) found that attendance in "center-based preschool" resulted in numerous positive consequences including better retention rates, increased math and reading scores, fewer behavioral problems, and more order and discipline in kindergarten. The researchers also calculated a savings for the school system of between $2,600 and $4,400 per child. These savings are realized over the child's K–12 experience in school. The primary savings result from reduced special education costs and the economic benefits derived from improved working environments for teachers.
      Benefits of early childhood education also extend beyond schools to the communities they serve. By projecting future benefits for program participants to age 65, in their economic policy paper "Early Childhood Development: Economic Development with a High Public Return," researchers Arthur Rolnick and Rob Grunewald (2003) estimate that the internal rate of return for a quality preK program is 16 percent (12 percent for the public and 4 percent for participants). Given the potential rate of return for society, the authors argue that preK is not currently being funded at the optimal level. Human capital investment is likely to be more effective and produce more favorable outcomes in the long term if it recognizes the importance of early childhood learning and teaching.
      Thousands of early childhood programs span the continuum including basic socialization, nutrition, and education. Some of these programs incorporate all three components, while others opt to focus on one or two areas. Some programs address the needs of children and their families. Others are exclusively for children from low-income homes, middle-class or affluent homes, and so on. The result is a piecemeal approach of questionable and disparate effectiveness. ASCD advocates a new vision for early childhood education.
      The effective components of high-quality early childhood programs are qualified staff, low child–teacher ratios and small groups, staff stability, professional support and development for staff, and appropriate curriculum aligned with the local school district's curriculum. In today's economic environment, schools face many fiscal challenges in implementing high-quality preK programs. To mitigate this situation, schools require more community collaboration and additional support from state, provincial, and federal governments. In the United States, state-level early childhood education programs and the federal Head Start program provide such an opportunity.
      We must offer the hope and vision to build a high-quality, sustainable early childhood education program for all our children. We must settle for nothing less than a comprehensive program that meets the unique needs of the whole child.
      As Stephanie Pace Marshall and Hugh Price (2007), cochairs of ASCD's Commission on the Whole Child, remind us, "It is our conviction that given what we know about learning and development, we can do better and we can do more. And when we can do more, then we should do more" (p. 2).
      References

      Belfield, C., & Schwartz, H. (2006). The economic consequences of early childhood education on the school system. New Brunswick, NJ: National Institute for Early Childhood Education Research.

      Marshall, S. P, & Price, H. (2007). The learning compact redefined: A call to action. Alexandria, VA: Association for Supervision and Curriculum Development.

      Nelson, A. (2006, April). Closing the gap: Early childhood education.ASCD Infobrief, 45(2). Alexandria, VA: Association for Supervision and Curriculum Development.

      Rolnick, A., & Grunewald, R. (2003, March). Early childhood development: Economic development with a high public return. Retrieved June 18, 2007, from www.minneapolisfed.org/pubs/fedgaz/03-03/earlychild.cfm?js=0

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