Universal Preschool’s Promise: Success in Early Childhood and Beyond

Abstract

Fueled by a belief that early intervention can prevent a host of educational woes, efforts to provide universal, publicly funded preschool have the potential to radically change the way we think about our commitments and responsibilities in education. We call for the implementation of innovative, universal preschool programs that attend to developmental characteristics of learners, cultural and linguistic diversity, ecosystemic context, and the new mandates on teacher training. Universal preschool has the potential to go far beyond mere ''day-care,'' as it has the potential to establish the foundation for a lifelong love of learning and optimal social/emotional development. We also advocate for high-quality teacher training to populate preschools with high-quality teachers. If universal preschool is carefully planned and provided, K-12 education stands to benefit substantially.

Standards in Literacy and Numeracy: Contributing Factors

“…Academic experiences (attendance at pre-school, early intervention programs, and participation in out-of-school tutorial classes) have also been associated with better academic performance (Caprara et al, 2011;Lasser & Fite, 2011;OECD, 2012). Data provided by PISA 2012 indicate that 79% of 4-year-olds are enrolled in early childhood programs across OECD countries as a whole and that this experience is associated with better school performance.…”

The Characteristics of Elementary School Teachers’ Lifelong-Learning Competencies: A Convergent MixedMethods Study

“…From an educational perspective, schools are a part of the community with great potential for community development by creating community-school partnerships (Lasser & Fite, 2011). Furthermore, teachers as active lifelong learners can provide essential contributions to society by guiding community members in addition to students (Matheson & Matheson, 1996)the notions of lifelong learning and lifelong education have taken on dimensions far removed from the almost Utopian ideals of their supporters in the years following the publication of the report Learning to Be.…”

“…This aspect refers to teachers at all levels, from pre-school to higher education. Clearly, the need also exists to consider both preservice and in-service teacher training programs that cover specific content and strategies (Cornford, 1999;Lasser & Fite, 2011). Furthermore, Lasser and Fite (2011) emphasized universalism in early childhood teacher education programs, where a unique model of teacher preparation, curricular goals, and instructional methods is required to prepare effective educators for the youngest students.…”

“…Clearly, the need also exists to consider both preservice and in-service teacher training programs that cover specific content and strategies (Cornford, 1999;Lasser & Fite, 2011). Furthermore, Lasser and Fite (2011) emphasized universalism in early childhood teacher education programs, where a unique model of teacher preparation, curricular goals, and instructional methods is required to prepare effective educators for the youngest students. Considering the importance of LLL to teachers for better teacher and child outcomes, this study aims to examine the key features of teachers' LLL skills, as well as how to group teachers based on their LLL characteristics.…”

The Mission of Early Childhood Education in the Anthropocene

“…21st century skills are also increasingly mentioned in relation to ECE [62][63][64][65]. Commercial training on this topic for early childhood educators occurs in many countries.…”