Preschool Education through Public Libraries.

Abstract

This paper examines public library services to young children and their families and the possible effects of those services on preschool learning. The authors find that the American public library’s democratic service mission, coupled with its ability to provide children with appropriate preschool educational experiences, has the potential benefit of preparing all children to be ready to learn when they enter school. The types of learning experiences naturally suited to public library services and library-community partnerships are those in the area of literacy, the crucial foundation for the learning that takes place both in and out of school. The four sections of the paper focus on the rationale and context for connecting public libraries and literacy (the introduction); analyzing the readiness-to-learn literature, especially as it pertains to literacy (Readiness to Learn); constructing a framework for literacy based on current theory, research, and exemplary practice (The Framework); and applying the framework to a discussion of readiness practices and programs in public libraries (Exemplary Public Library Practices and Programs for Preschoolers and Their Caregivers). At the heart of a true democracy stands the principle that all the people have equal access to the opportunities available in that society. The effects of schooling on the individual in achieving that access, although profound, pale in comparison to the effects of the individual’s early childhood and preschool experiences. How a child talks, how a child listens, how a child thinks and learns are all formed before any school experience. How a child interacts with others, solves problems, and resolves conflicts are all shaped by early childhood experiences. It is not simply the logic of its developmental chronology that makes School Readiness the first of the National Education Goals. The learning that takes place in the preschool years is the foundation upon which all future learning is built.

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