By
Dr. Cindy Thomas-Cary
August 7, 2009
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What We Know

• The Perry Preschool project found preschool participants in quality preschool programs to have considerably higher achievement test scores and high school graduation rates (Schweinhart, Barnes, & Weikart, 1993).
• Family involvement in their children’s learning and educational progress is a critical component for children to do well in school and continue their education (Henderson & Berla, 1994).
• Supporting children’s first language and culture helps children gain confidence and positive attitudes towards school (Freeman & Freeman, 1994).
• Self-directed play and structured play (where teachers intentionally plan play experiences to support explicit learning standards) are important for preschool-age children’s physical, social/emotional, and cognitive development (Diamond, Barnett, Thomas, & Munro, 2007).
• Research shows that children who make successful transitions and encounter early school success tend to sustain higher levels of social competence and academic achievement (Watson, White, Taplin, & Huntsman, 2005).
• The education levels of preschool teachers, as well as their specialized training in child development, directly relate to the positive learning and development of children (Kontos & Wilcox-Herzog, 2000). Teachers with a bachelor’s degree and specialized education in the early childhood field are more effective than those with less formal education (Whitebook, 2003).