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Recently released research studies have revisited the question, "Does preschool make a long-term difference in the academic and life-long success of participants?" While these studies underscore the importance of context when assessing the impact of preschool, they don’t change a fundamental finding: Attending a high-quality preschool leaves children better prepared for kindergarten and has lasting impacts on child outcomes, especially when it is followed by high-quality elementary school instruction.
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What skills and competencies do early childhood educators need in order to provide high-quality early learning experiences? What essential skills should children master before entering kindergarten? The Early Childhood Essentials framework answers these questions based on an analysis of relevant research. It is a must-read for local and state decision-makers looking to build and expand high-quality early learning programs.
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Based on the report, Early Childhood Essentials: A Framework for Aligning Child Skills and Educator Competencies, this fact sheet presents the skills children should have upon entering kindergarten and the skills and competencies early educators need to support effective learning experiences. Providing leaders with a fundamental understanding of early childhood education will help them make informed decisions to ensure educators have the resources they need to provide every child with the opportunity to enter school ready to thrive.
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California has an opportunity to invest in its children by investing in its educators. To do so effectively, the state should consider a multi-dimensional approach that includes a true infrastructure of support, higher professional standards, and competitive compensation. With these investments and holistic approach, California will be one step closer to setting its youngest learners on a path to good health, academic success, and economic security later in life.
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Students who attend high-quality preschool programs reap benefits that can last through school and their lives, according to a review of research by the Learning Policy Institute. The study includes reviews of rigorous evaluations of 21 large-scale public preschool programs which find that children who attend these programs are more prepared for school and experience substantial learning gains in comparison to children who do not attend preschool.
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Research on early learning programs in the 1960s and 1970s revealed enormous benefits for children that lasted into adulthood, sparking investment in preschool programs, but two evaluations of large preschool programs that yielded mixed results created confusion about the wisdom of such investments. A review of rigorous and more recent research into the impact of preschool clarifies that students who attend high-quality preschool programs reap benefits that can last throughout their lives.
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Research on early learning programs in the 1960s and 1970s revealed longlasting benefits, sparking investment in preschool programs. However, recent evaluations of two large preschool programs found mixed results, creating confusion about whether preschool programs can support student success. This report reviews these two studies and others in depth, and finds that when participants are compared to very similar students who did not attend preschool, the benefits of participation are typically found to be substantial.
Marjorie WechslerDavid L. KirpTitilayo Tinubu AliMadelyn GardnerAnna MaierHanna MelnickPatrick M. Shields
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The book provides a comprehensive examination of how states can build high-quality early education systems: It discusses design and implementation, themes to guide program development, effective management and collaboration with state agencies, and the central role that teachers play in improving children’s lives. There is no single roadmap to excellence, but the varied experiences of states can provide important insights into the policies and practices that lead to quality early learning.
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As California policymakers look to strengthen the state’s early care and education workforce, the state could take a page from New Jersey’s playbook. In 1999 the Garden State launched an initiative to strengthen and increase compensation for its pre-K teacher workforce. Within 10 years, nearly every preschooler in the state program was taught by a fully credentialed teacher being paid a public school teacher’s salary.
Hanna MelnickBeth MeloyMadelyn GardnerMarjorie WechslerAnna Maier
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There is overwhelming evidence that children’s early years, from birth through preschool, are a crucial time for their development, and that high-quality early learning opportunities support children’s school readiness, promote later life success, and yield a return of up to $7 for every $1 invested. Providing access to high-quality ECE for all children in California will require a comprehensive approach to turning an uncoordinated set of underfunded programs into a true system of supports for children, families, and providers. A complement to LPI’s earlier report Understanding California’s Early Care and Education System, this report examines the challenges California’s counties face in providing ECE and provides recommendations for improving access to high-quality ECE for all children.
