Week 8: Effective Programs and Practices: Putting It All Together

Early Childhood Programs

Student’s Name

Institution Affiliation

Date

Introduction

High-quality preschool is associated with many long-term economic and social benefits. However, children benefit only if they get a chance to participate in these quality services. Many factors contribute to the access to high-quality pre-school including financial differences and other family factors.

There are so many benefits that are associated with high-quality programs for young children and their families. Some of them include; reducing the early achievement gap, improved social skills, less criminal activity, better performance in grade school, happiness in the family.

High- quality programs for young children reduce the early achievement gap (Yilmaz, 2016). The achievement gap is any persistent or significant academic disparity among different groups of people. Children realize the importance of education when they are young and get focused to achieve their academic goals.

It improves social skills. Children learn to engage and interact with other children and adults. They improve their communication skills and they develop positive personality traits that are necessary for one's life. They reduce the fear of speaking and addressing people while they are young.

High-quality programs for young children promotes less criminal activity. During these programs, children are nurtured with skills that prevent them from engaging in criminal activities. They are trained to be morally upright and to avoid all forms of immorality.

Better performance in grade school also comes as a result of high-quality programs for young children. During these programs, children are enriched with academic skills that help them to grow while they are academically fit.

High-quality programs for young children also promote happiness in the family. Most results of these programs are a success. Family member feels happy as they see their children succeeding in life.

Some of the research-based components that contribute to quality programming are; stable and professional workforce for a teacher, effective leadership, and family engagement activities.

A stable and professional workforce for a teacher is an important factor that contributes to quality programming. Teachers need to have enough knowledge of child development and have skills to train the children the activities that promote learning and development at various ages.

Administrators for early childhood need to poses effective leadership skills. These programs need leaders who understand learning and teaching strategies for these children. These leaders have good lesson planning for childhood studies.

Family engagement activities are also important. Family activities play a major way of promoting a child's development. Parents should take time to talk to their children about some of the matters that concern them.

Access to affordable high-quality care can be a challenge to so many families. Some of these families are unable to raise the fees for their children to acquire high-quality care (Ma, 2016). This is because most institutions that offer high- quality care are expensive. Also, some parents and guardians are reluctant to take their children for high-quality care. Some of them focus on other things and fail to consider high-quality programs.

Quality in early childhood programs refers to the degree of excellence that provides a nurturing environment and promotes emotional, intellectual, social, and physical development of young children.

Conclusion

Early childhood education and care are important for the good growth of children. Therefore children who miss this program miss a lot of things in their lives and most of them lag emotionally, socially, academically, and physically.

References

Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in human behavior, 54, 240-248.

Ma, X., Shen, J., Krenn, H. Y., Hu, S., & Yuan, J. (2016). A meta-analysis of the relationship between learning outcomes and parental involvement during early childhood education and early elementary education. Educational Psychology Review, 28(4), 771-801.