The Role of Program Quality in Producing Early Childhood Program Benefits

Ellen Frede

135 citations0/0 files storedThe Future of Children

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Early Childhood Education and Development School Choice and Performance Education Methods and Practices

Abstract

It is widely accepted by the field of early childhood education and by the public that high-quality preschool programs for young children from low-income families can have long-term benefits, although studies of early childhood programs in typical communities have often failed to find similar long-term effects. Some argue that variations in the quality or developmental appropriateness of programs can account for differences in effectiveness. This article reviews studies designed to define and measure the effects of quality in early care and education, and it analyzes the programs provided in successful long-term studies to look for common elements that may be critical to the long-term effectiveness of preschool. The conclusions of the analysis are that effective programs were characterized by combinations of most of the following elements: (1) small class sizes with low ratios of children to teachers; (2) teachers who received support to reflect on and improve their teaching practices; (3) a concentrated or long-lasting intervention; (4) ongoing, child-focused communication between home and school; and (5) use of some curriculum content and classroom processes that are similar to what children encounter in traditional schooling. Recommendations for policy, practice, and research are offered to promote the adoption of these effective practices in all types of early childhood programs.

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References

1987Developmentally appropriate practice in early childhood programs serving children from birth through age 8 1986Event knowledge : structure and function in development 1979‘What time is it, Denise?”: Asking known information questions in classroom discourse 1989Who cares? Child care teachers and the quality of care in America 1984Effect of quality of day care environment on children's language development.1986Consequences of three preschool curriculum models through age 15 1992Reaching potentials : appropriate curriculum and assessment for young children 1989Who Cares? Child Care Teachers and the Quality of Care in America. Final Report, National Child Care Staffing Study.

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