Research That Benefits Children and Families

For this week’s blog post we are to share a positive example of the effects of research on children and/or families, the piece of research I chose to share about is the research done on the Perry Preschool Project.

This piece of research was conducted over 40 years. Participants were identified between 1962-1967 when they were 3-4 years old some of the research participants received a high scope preschool, participatory learning approach and the comparison group received no preschool. The research showed that of the adults still living (97%) the 40 year old that received the high scope preschool education had higher earnings, were more likely to hold a job, committed fewer crimes and were more likely to graduate from High School.

The cost of this research was right around $15,000 the return on investment through public benefit was over $195,000. What a return on investment!! These children, now adults are more likely to be functioning and contributing members of our society.

The men from the group that received preschool are raising their own children and have a lower divorce rate than the men from the group that did not receive preschool. Fewer of the participants that received preschool through High Scope have been incarcerated and they are earning more money to support their families.

The impact this research has had for children and their families is reflected in the research itself. It has illustrated the importance of early childhood education that is child-initiated and how our public schools should move away from education that is narrowly focused and requires externally imposed curriculum. This research can be used to advocate for ECE programs that are high quality by being presented to policy makers and economists who have the power to implement funding to support Universal Preschool.  

References:

Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). Lifetime effects: The HighScope Perry Preschool study through age 40. (Monographs of the HighScope Educational Research Foundation, 14). Ypsilanti, MI: HighScope Press.

Barnett, W. S. (1996). Lives in the balance: Age-27 benefit-cost analysis of the HighScope Perry Preschool Program (Monographs of the HighScope Educational Research Foundation, 11). Ypsilanti, MI: HighScope Press.

Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Significant benefits: The HighScope Perry Preschool study through age 27 (Monographs of the HighScope Educational Research Foundation, 10). Ypsilanti: HighScope Press.

My chosen research topic for my building research competencies simulation is: Eliminating inequities of accessibility to high quality preschool programs. So far my personal experience with the simulation process has been a positive one. Constructing a research chart has been helpful with organizing information and I have learned a lot about finding credible on line resources and what makes a credible resource.

From previous classes and research I have learned what a valuable resource professional connections can be. I am compiling a list of professional resources that I can access to assist me with this particular subject. Having access to other early childhood professionals with knowledge and experience is an invaluable resource.

The three related subtopics I would like to explore further are; 1. What does high quality early childhood education look like. 2.  Who currently has access to affordable high quality early childhood education. 3. How do we make high quality early childhood education affordable for all?  Any input or experience you have with these three sub topics would be greatly appreciated.

I chose this subject because it is very personal for me. As a child coming from a middle class working family I did not receive early childhood education. When my children were old enough for preschool they did not qualify for preschool because we made too much money but we couldn’t afford to pay, so they couldn’t go. That is when I decided as a parent to educate myself so that I could teach my children and give them the head start every child deserves; not just the wealthy children or the low income children but every child.

I looked at the free programs like head start and saw that they offered a well-rounded program that encompassed early learning, social emotional skills, family services and health and nutrition. I also looked at programs through private entities like churches and for profit child care. I found that the highest quality programs that offered the most comprehensive services were crafted for low-income children to level the playing field. In the process of leveling the playing field the powers to be were creating an unacceptable inequity of accessibility for working families who did not qualify for welfare.

As my professional career has advanced this inequity has not disappeared but there are strides being made. By researching this subject I think that I can bring this topic to the forefront of discussions that are already being had about accessibility of early childhood education, my research can be used by politicians and change agents in the early childhood field to express the importance of high quality early childhood education for all and I can use my research to give my career direction  so that I can continue in my efforts to bring affordable universal preschool to every 4-5 year old’s family that wants it.

I have found a few valuable resources besides professional connections that can help me with my research. The High Scope web page has a research link that has a lot of resources that can assist researchers. www.highscope.org Also, the NAEYC is a great resource for researchers. www.naeyc.org

I wouldn’t suggest using personal blogs or social media unless you can validate credentials and authenticity. 

Strengthening Bonds of Collaboration

Three consequences of learning about the international early childhood field for my professional and personal development are:

1) I have realized that inequities in the early childhood field are universal regardless where in the world you are. The inequities are varied but they are still present. Here in the U.S. an inequity that is currently being addressed is the fact that Early Childhood Educators are under paid and under educated. French teachers are paid accordingly and receive the education needed to be highly qualified. New Zealand only have 50% of their teachers that are fully trained and registered. So it appears that France has had huge gains in the early childhood field, where other countries are lacking, but on the flip side they are giving the rest of the world a working model of what teacher education should look like.

2) Personally I have learned that professional connections are invaluable when it comes to developing professionally. The insights I have gained from speaking to other early childhood professionals locally and internationally cannot be found in any text books. I have learned that many opportunities exist for Professional learning in other countries as well as our own. By talking to other professionals I have learned that I can grow professionally by listening and learning from my colleagues, reading books, seminars, overseas speakers, center visits, downloading articles to read and sharing at staff meetings, annual self-reviews and unpacking aspects of my practice, both individually and as a team of teachers.

3) I am a lifelong learner. It is important to keep abreast of trends, inequities, and research that helps to advance the way early childhood professionals are viewed in the professional community.

A goal that I am setting for myself as it pertains to international awareness of issues and trends and the spirit of collegial relations is to personally visit learning communities in New Zealand and France. I think discussing differences and similarities in issues and trends is different than viewing them first hand. I think it would be invaluable for me to make international connections personally and advance my career and teaching abilities by learning from and observing other professional’s in action. 

In cultivating mutually professional relationships I have decided to explore my second professional connection. In order to learn more about France’s model of Universal education for all and their clear expectations for curriculum that should be taught, as well as professional development and training for their teachers I spoke with Jackie Raiola.

What issues regarding quality and early childhood professionals are being discussed where you live and work?

 Jackie Raiola is an educator in a école maternelle classroom, the ‘ecoles maternelles are sometimes referred to as the “crown jewels” of France because they believe that preschool is where everything starts, and this is an important part of their society.

Some important issues regarding quality and early childhood professionals that are being discussed in France right now are; how can there youngest citizens contribute to society and the national universal curriculum that is always evolving and changing.

France has a national curriculum; unlike the U.S. which has a state curriculum, therefore all educators have clear expectations for teaching children from the age of 2 all the way up to secondary school. The overall goal of the universal curriculum is to individualize and bring out the best in every child, therefore teachers have the ability to decide how they want to teach the curriculum.

What opportunities and/or requirements for professional development exist?

In France every teacher has to have a Bachelor’s Degree in some other field before they study education. A teacher’s test scores on the teacher exam determine where their teaching assignment will be. If accepted into the teaching program, perspective teachers will be assigned to teacher training, after completing their first years of study and they are payed by the government during this time. The teaching field is very competitive in France. Early Childhood teachers complete all the same assessments as all other levels of teaching and besides an oral exam they must complete a physical fitness exam. Jackie took an exam in English language (her first language), French language, swimming and biology.

What are some of your professional goals?

French teachers are every bit considered professionals. Every French teachers receive a very high salary and recognition for their contribution to the field. Every French teacher, no matter what level they teach receives a total of 36 weeks paid professional development if they make teaching their career choice. My professional goals are to continue staying abreast on current trends in early childhood and to continue mentoring younger teaching professionals.

What are some of your professional hopes, dreams, and challenges?

Being from the U.S. I would love to return and teach some of what I have learned about Universal Education to politicians, educators, and economist. An important thing to remember when comparing educational systems is the size of a country and hurtles and challenges they have to overcome. Even though the French model works well for France it may not work for the U.S. There are several similarities when it comes to outcomes and expectations but delivery and teacher preparation is very different. 

For this week’s blog entry we were tasked with following up on our research of the agency we chose to follow for up-to-date early childhood education research, facts, and trends. I had chosen www.highscope.org . The reason I chose High Scope is because they demonstrate sound practices and back it up with solid research.

Upon following some of the outside links on the High Scope page I have realized that there are press releases, extensions, video clips, and podcasts that are all relevant to this week’s study topic of Excellence and Equity of Care and Education for Children and Families: more specifically Availability, Accessibility, and Affordability of early childhood education. The most useful tool was being able to sort information by topic.

The current issue of the High Scope Newsletter http://www.highscope.org/file/NewsandInformation/ReSourceReprints/Winter2016/HSReSourceWinter2016_web-productlinks2.pdf

In regards to breaking down barriers and inequities in early childhood education this what High Scope President, Dr. Cheryl Polk had to say in this quarter’s newsletter:

“We’re going to figure it out together. In this movement to maximize our children’s development, we’re all in this together,” said HighScope President, Dr. Cheryl Polk. “This is a lifelong commitment.” This commitment asks us to think differently about our children and our responsibilities to one another; it’s a change in “the way we do things around here” — what Beale Spencer calls a “revolution of conscience” — and it’s not just a personal change, or a structural change, but a cultural and collective one.

This quarters issue also contained research and information in regards to; Continuity of Practice, Kindergarten Readiness and Kindergarten Readiness Assessment, Professional Development and Classroom Resources. 

Current issues of excellence and equity in New Zealand as it pertains to the Early Childhood Environment

Current issues of excellence and equity in New Zealand as it pertains to the Early Childhood Environment

Unfortunately my international connection is proving to be much too busy to answer questions that require a lot of thought. Instead of getting discouraged I have found another resource within the same country that could help point me in the right direction for answers.

In regards to the question what issues in early childhood excellence and equity are at the forefront of professional discussions in New Zealand I found that the issue of Interculturalism: sharing and learning across cultures that promotes understanding, equality, harmony and justice in a diverse society, is the main topic in regards to program excellence and equity. (Banks & Banks 2004)

We have discussed many topics this week among them are school readiness, curriculum, assessment, and achievement gaps; I did not expect that in New Zealand the most talked about issue in regards to excellence and equity would be cultural. Maori are native to New Zealand and over the years have suffered a lot of prejudice and inequalities. Current early childhood research shows that children develop prejudices as early as the age of 3 and this solidifies by the age of 6. (Doyle & Aboud, 1995).The early childhood classroom is a powerful conduit of values.

In a high quality Early Childhood Classroom in New Zealand teachers are expected to know and be sensitive to different religions and cultures, family structures, and languages, become more aware of their explicit and implicit biases, and avoid generalizing children into cultural groups. Early Childhood advocates propose that the professionals in the field reach a consensus about teacher training addressing diversity. Addressing cultural issues is necessary for creating a more equitable educational system and starting with early childhood is necessary to assist our youngest citizens with learning acceptance and understanding of others to create a more just society. (Interview with Miriam Zmiewski-Angelova)

References:

Banks, J.A., & Banks, C.A.M. (Eds.). (2004). Handbook of research on multicultural education

Doyle, A.B., & Aboud, F.E. (1995). A longitudinal study of white children’s racial prejudice as a social cognitive development. Merrill-Palmer Quarterly, 41(4), 210–229.

Interview with Miriam Zmiewki-Angelova, Seattle Preschool Program Educational Coach, February 5, 2016. 

The web site I chose to explore further was the High Scope page. The section that seemed relevant to my current professional development was the section on the six curriculum content areas and the 42 key developmental indicators (KDI’s). I have been an early childhood teacher for almost 20 years but this is my first year using the High Scope Curriculum. I believe that early childhood education should be a federally mandated and funded opportunity for every child and a universal curriculum should be used to teach all children 0-5. High scope provides a curriculum that is high quality, culturally responsive, and encompasses everything an early childhood experience that is rich in experience and developmentally appropriate should provide.  

On the High Scope page there is a resource that provides you with information on how high scope aligns with each states early childhood standards. If universal standards were in place you would not have a need to have all of this cumbersome information. One set of standards would not only be easier to assess but easier to apply. This resource did not seem controversial to me but it did make me think how can something seem so simple to me but be so cumbersome to politicians and law makers?

Politicians support is necessary for universal standards to be set and early childhood education to be a reality for every American child. Economists must explain how a universally designed program will meet federal standards and give the most human capitol returns. A lot of work went into designing a universal program (social security) for our oldest citizens and I believe with a little elbow grease and tax payer support we can design a universal program for our youngest citizens that will not only give us a leg up in education but it will set American children apart from other children globally.

Some other new insights about issues and trends in the early childhood field that I have gained from exploring the website are: an article on childhood obesity and how being overweight has long lasting affects into adulthood (http://www.highscope.org/file/NewsandInformation/HotTopics/MovementAndObesity.pdf) and a study of how a home literacy environment can improve as a result of parent and child engagement. (http://www.highscope.org/content.asp?contentid=907)

References:

http://www.highscope.org/

http://www.highscope.org/