Discussion Post
investigation. Researchers found substantial differences between the experimental group, which had experienced the benefits of a good preschool program (the Perry Preschool), and a similar group, which had not had those experiences as they reached adulthood. All the children in the study lived in low-income families and were considered at risk for developing ability deficits that produce a range of problems in school and throughout life. Fewer of the Perry Preschool children had been in trouble with the law, more of them had graduated from high school, and more of them had jobs after graduation (Center for the Study and Prevention of Violence, 2006 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib95) ; Heckman, 2011 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib281) ; Schweinhart, Montie, Yiang, Barnett, & Belfield, 2005 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib578) ; Weikart, 1990 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib681) ). The most recent data indicate that this trend toward self-sufficiency was continuing as the group reached age 40. They continued to have fewer arrests and significantly higher incomes, and many more of them owned homes than did those in the control group. When these results are translated into taxpayer dollars saved, the money amounts to over $195,000.00 per participant (Schweinhart et al., 2005 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib578) ). For every dollar originally invested in the preschool program, the rate of return is 7% to 10%. Heckman (2011 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib281) ) points out that this rate of return is higher than the return on the stock market and concludes, “The high return demonstrates that society can substantially benefit from early childhood interventions” (p. 6).
Figure 1.1 Tips for teachers on the day-to-day care of young children’s brains
The Perry Preschool studies are presented because they are the most widely publicized pieces of research on this subject, but you should realize that they are among many studies that now support the value of well-planned early education in children’s development and success in later life (Barnett, Jung, Wong, Cook, & Lamy, 2007 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib45) ; Heckman, 2011 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib281) ; Isaacs, 2008 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib320) ; National Early Childhood Accountability Task Force, 2007 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib467) ). In a review of the most prominent research studies on early childhood intervention programs, Campbell and Taylor (2009 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib88) ) state, “Enduring cognitive or educational gains attributable to early educational programs have now been demonstrated convincingly” (p. 206).
Research Implications for Teaching
The Perry Preschool studies and the research on brain development lead us to an important conclusion: Good early education has long-lasting positive effects on children and on society. Teachers of young children wield a considerable power. With that power comes the responsibility to provide the best possible care and education for the infants and young children under our watch. The first step for the beginning teacher is to understand the theoretical foundations that underlie early childhood education. As teachers, we make theoretical choices throughout the day—whether we are aware of them or not. They include everything from how we structure the day, to the types of questions we ask, to the experiences and materials we provide. The more informed we are in our choices, the more positive our impact on the children will be.