Selecting a Quality Daycare Center

The early childhood education (ECE) curriculum aims to theoretically and practically prepare students for careers working with young children. The educators will stay current on the many effective ECE programs for the children at a daycare facility. Teachers at the facility engage students in virtual environments to ensure they learn as much as possible. The facility is outfitted with modern furniture that is adequate for the learner and furnishings that ensure a relaxing environment suitable for young children. As a result, the facility provides a secure learning environment for all children aged three to five years.

Developing and implementing a high-quality early childhood program is critical to the daycare centers success and the children and families who attend the facility. The quality of the facilitys early childhood education programs can be judged by how closely they adhere to established guidelines for teaching young children. These recommendations are centered on a childs overall development, relationships, and physical and mental health. They will ensure that the learner in the program grows up in a safe, healthy environment that will prepare them for future success. Some parents may be concerned about their childrens academic, social, or emotional performance in school. Such concerns are addressed at the daycare center because the environment ensures that the learners interests, as well as those of their parents and caregivers, are well taken into account.

Regardless of where the daycare facility is located, the health and development of the children who attend it are of the utmost importance. The facilitys high-quality programs for children under five prioritize the learners development and safety. Implementing strategies that promote childrens physical well-being and mental, emotional, linguistic, and linguistic development is critical. As a result, the facility has a child-related display and plenty of space for gross motor play. The facility has prioritized motor skill development among young learners by providing toys, puzzles, manipulatives, and small building toys. As a result, the facilitys program is committed to consistent monitoring and stringent regulatory standards to improve the appropriate amount of priority given to the children.

When selecting an excellent daycare facility, it is essential to find one that supports early care and education professionals. Everyone who works with children younger than eight years regularly belongs in this category. In order to create a functional ECE curriculum, this workforce is vital (Gardner et al. 108). The facility has better early childhood education preparation programs that are well-designed and comprehensive. The learners are engaged in rigorous and relevant activities necessary for their development. The educators at the facility are provided with coaching, consultation, and mentoring as they integrate new information into their daily work. It is due to this reason that makes the facility is a better choice in comparison to other facilities that offer the same service of educating children below five years.

Finally, choosing the daycare facility guarantees sustained high-quality education to the learners. The expanded ECE system at the canter bolsters the availability of excellent childcare and preschool programs. As part of this effort, families will have better access to resources that will allow them to support better their childrens development. The success of the daycare is a result of the cooperation of its components and commitment. Parents and guardians are therefore encouraged to consider the daycare center since it aims to help children realize their most significant potential.

Work Cited

Gardner, Madelyn, et al. . Learning Policy Institute, Learning Policy Institute. (2019). Web.

Alta Vista Day Care Center Project

The purpose of this memo is to present findings related to the financial feasibility of this project based on the financial information provided by the organization. The aim of this analysis is to use Cost-Volume-Profit (CVP) tool for determining the impact of the change in the number of students on the organizations operating profit. The analysis is also supported by a descriptive review of the information provided by the organization regarding the project. The key areas of concern that could influence the organization ability to achieve self-sufficiency for this project are also highlighted. Furthermore, the memo provides certain recommendations regarding the costs involved in the project and ways that could help the company to improve its break-even level.

Project Benefits

Alta Vista Day Care Center Project by Volunteers of America (VOA) has utmost significance in the community building as it adds new dimensions to the improvement of human life. It will address problems of a low-income residential community of Alta Vista Gardens. The project requires careful planning and effective strategies that could help it become self-sufficient and financially stable to continue its operations in the long run.

Project Challenges and Uncertainties

The company faces uncertainties regarding the number of students enrolling at the center and costs that it has to incur even with no registration. These uncertainties can be addressed by analyzing the financial information including forecasted revenues, variable costs, and fixed costs for different level of activity that is measured by the number of students expected by the organization to enroll at Alta Vista Day Care Center.

CVP Analysis and Assessment

It should be understood that fixed costs do not change with the variation in the number of children. Therefore, it is not possible for the organization to reduce these costs by increasing the level of activity. On the other hand, variable costs change as the number of children enrolled at the center affects them. The organization has a control over variable costs, and it can manage them to reduce the total costs of the project. However, the cost structure needs to be evaluated on the basis of the financial information provided by the organization. The proportion of fixed costs and variables costs affect the organizations capability to reduce and manage its costs effectively.

The organizations operating profit is calculated after deducting all costs from its revenue. The organization is seeking ways to generate sufficient revenue to cover its costs and remain profitable. Therefore, it would be useful to carry out an analysis of cost, volume, and profit of the organization. The break even level is calculated by using the following formula.

Break-Even Level = Fixed Costs / Weighted Contribution Margin

The contribution margin is calculated by deducting variable costs from the organizations revenue. The weighted contribution margin is calculated by dividing the contribution margin by the number of children. The break-even level is determined as the number of students that the center needs to get enrolled to cover its fixed costs. The break-level approach is part of CVP analysis that has been performed to investigate the relationship between cost, volume, and profit.

The analysis uses CVP tool to identify and evaluate the sensitiveness of the financial performance of Alta Vista Day Care Center. The sensitivity of the projected financial performance is subject to the number of children who are expected to attend each month. CVP allows a situational analysis based on the values of determinants considered for the analysis. In this case, it is the number of children to be registered by VOA.

The financial information attached to this memo indicates four different situations that vary according to the number of children. The total number of students considered is 20, 25, 30, and 37 in different levels of activity. The information clearly indicates that the organization has a low margin of safety. The reason is that the organization may not a large number of children enrolled at the center, and a reduction in the number of children could severely affect its ability to reach the break-even level.

The analysis of costs indicates that the majority of costs are not fixed, and they do not change with changes in the level of activity. The variable costs include educational supplies, recreational supplies, housekeeping supplies, and administrative expense that vary according to the number of children.

The review highlights that there are few variables costs that are not considered in the preparation of financial projections. These may include sales and marketing expenses. The center will incur marketing expenses to promote and communicate with parents and other local bodies regarding its services.

The major concern is that Alta Vista Day Care Center will incur an operating loss if there are 20 25, or 30 students enrolled at the center. It will only generate an operating profit of $111 when there would be 35 students at the center. The results suggest that the organization will break even at the lowest level of activity with 22 students.

The break-even level increases with the increase in the number of students. At 25-students level, the break-even point is 29 students, at 30-students level, it is 33 students, and at the highest level of activity, it is 36 students. It implies that the organization needs to control its variable costs that show an increasing trend. The analysis points out that the organization will incur loss unless it reaches the highest level of activity.

Another source of concern is that the fixed costs of operations are very high, and it is not possible to cover these costs with a low number of students at the center. There are fewer opportunities for the organization to attain the break-even level. The examination of fixed costs indicates that the largest proportion of fixed costs constitutes of the salaries of administrative and operating employees. These costs cannot be avoided as the organization needs to have a minimum staff to ensure that all activities of the center can take place when they are required.

Furthermore, there are various other administrative costs that the organization will incur. The aggregate amount of these costs is significant and fixed. The objective of the organization to have financial self-sufficiency is not achievable with its fixed costs. The organization needs to obtain additional funds to cover its costs initially.

The center can access alternative sources of funds such as local businesses, grantors, financial support groups, and other community organizations to raise additional capital. The management can also request these entities to support the center on a continuous basis to meet its operational fund requirement. The role of VOA is also important in this respect. It has to ensure that the center manages the uncertainties effectively and has access to external funding whenever it is needed.

The analysis also indicates that the management expects children of age groups 2-3-year-olds and 4-5-year-olds to be largely enrolled at Alta Vista Day Care Center. The lowest number expected by the management is of children belonging to the age group of five-year-olds. Moreover, it is observed the number of five-year-olds remains constant at each level of activity. It could be drawn from the financial information that the organization could generate more revenue by targeting children of this age group. The organization should take specific measures to communicate with the parents of five-year-olds and convince them to have their children enrolled at the center. It would increase the organizations revenue and assist it to attain break even at a low level of activity.

The management must realize that if the center has a high proportion of children from the age group of five-year-olds as compared to the other two groups, then it may not achieve the break-even level. The reason is the low-price charged to parents of 5-year-olds. The center must improve its approach to reach 2-3-year-olds and 4-5-year-olds groups to increase the number of children enrolled at the center. Moreover, the organization should work on ensuring maximum attendance of students to achieve the highest level of activity.

The analysis performed uses an alternative approach to determining the break-even level. It has been observed that administrative expenses are estimated to be 14% of the total revenue. It is a substantial amount included in the variable costs that has a direct impact on its contribution margin. However, the management needs to understand that administrative expenses can be eliminated if the VOA office offers free registration in the first year. The mission statement of VOA supports the decision as it aims to help individuals realize their potential. Therefore, it would be useful to determine the break-even level by excluding these costs. If administrative expenses are excluded from variable costs, then it could be noted that the contribution margin is higher than the previous estimation. The break-even level for each level of activity can be achieved with less number of students. The break-even level corresponds with the number of children considered at each level of activity.

Recommendations

It could be predicted that Alta Vista Day Care Center Project could play an important role in the community service. It will be a success as there is a lot of demand for human service by community members. The board of Alta Vista Day Care Center Project needs to build strategies to form close relationships with members of the Alta Vista community to ensure that it could maximize the number of children enrolled at the center. Furthermore, the center should develop strategies that would ensure attendance of students. The center has to provide high-quality services to build its reputation in the community. The management needs to understand that it can attract parents by addressing their concerns. Therefore, the center should develop strong, informative communication channels to communicate with parents. Moreover, it is noted that the center may not be able to generate an operating loss in the beginning. The center needs to establish a line of credit or funds to meet its fund requirement. It could be stated that if the center considers these recommendations and take initiatives to support high enrollment of children, then it can achieve self-sufficiency and continue to operate successfully in the long-term.

Information Technology in Preschool Structure Change

Memorandum

Organizational structure provides the platform for advanced process organization and decision-making. It directly affects the effectiveness of any given organization in completing its goals. Information technology plays an essential part in the organizational process by improving the speed of information transfer and enabling the use of leaner management structures, thus saving costs without losing managerial flexibility (Raghu, 2010). The concept of utilizing IT in the scope of small-scaled organizations is a topic that requires additional study and research. Nevertheless, the available data indicate that organizations that integrate IT into their organizational structure see higher chances of success in the market. This memorandum will cover the list of recommendations for the existing organizational structure regarding the use of information technology.

As it stands, our preschool organization operates using a traditional top-to-bottom hierarchy. It is called a departmental model, where every individual teacher has his or her distinct class and range of responsibilities (Bauer & Wise, 2016). While it is a model primarily utilized in schools, it may not be as effective for pre-schooling, where the most basic skills are being taught to young children. It would be prudent to transform the organization from a departmental model to an integrative model, which provides an assortment of skills and abilities to students without connecting them with particular subjects or teachers.

Information technology gets to plays an important role in the organization of the new teaching processes. Since all teachers will be expected to follow consecutive steps as outlined by the curriculum to provide an integrative approach to preschool education, they will utilize an electronic curriculum available for everyone. That way the educators would track the effectiveness of overall progress, facilitating a sense of continuity. Another use of information technology would be found in scheduling processes. Since all teachers will become universal specialists, they will be able to replace one another in the event of someone getting sick, without drastically altering the educational process (Bauer & Wise, 2016). It will also allow the introduction of flexible scheduling, which will be managed by specialized software. As a result, teachers would have more free time without being harmful to the students.

These recommendations provide cost-efficient ways of altering the organizational structure of our preschool to address the needs of its students. The current organizational structure, while providing adequate results, is more vulnerable to accidents and force majeure events. Also, it does not use the available time and resources as efficiently as it would under the integrative model. These modifications would enable the organization to take full advantage of their existing IT resources and provide a non-interrupted teaching process, which should lend better results for preschoolers. Also, the introduction of flexible schedules and free access to them from computers and mobile devises would ensure greater satisfaction for our educators, which would play a part in the companys retention strategy (Bauer & Wise, 2016). As a result, the competitive advantage of the organization will increase, which would be beneficial in short-term and long-term perspectives. An increase in students will help to expand our preschool, provide additional funding, and gain an advantage when applying for various grants provided by the government and international educational organizations.

References

Bauer, S. W., & Wise, J. (2016). The well-trained mind: A guide to classical education at home. (4th ed.). New York, NY: Norton & Norton.

Raghu, T. S. (2010). Creating a process-oriented enterprise at Pinnacle West. Web.

Non-Parental Child Care

Childcare involves caring for young children, particularly from 0-9 years of age. There are two different types of childcare. The first one is parental childcare, where parents care for their children. The second one is non-parental childcare, where the child is taken care of by another person, but not the parents, through daycare or home-based care by nannies.

This paper focuses on the types of non-parent childcare and its effects on the childs development in psychological, social and cognitive development. Galinsky (2004) affirms that daycare is nonparent childcare, which is divided into two: the long day care and short daycare. The extended day care involves taking care of a child for many hours in case the parents of the child who is being taken care are also working for many hours.

This may include the nighttime, and it is the duty of the caregiver to ensure that the child sleeps and eats well in the absence of the parent. The short daycare is where a child cares for a few hours in the case where parents work for short hours. When the parents working hours are over, they pick their children from the caregivers and stays with them for the rest of the day.

Daycare holds many children from different homes that are brought daily and many staffs are hired to care for them. Hiring a nanny is another type of nonparental childcare care. A family hires a nanny in their home to take care of their child. This is because of their busy schedules, and the nanny either stay in their home or goes back to his/her home when the childs parents are back.

These nannies are usually given training on childcare, and it is their responsibility to ensure that the child grows in the best way. A nanny cares for children of one household, and when compared to the daycare, they care for many children from different households.

Similarly, according to Volling (2000), preschool is a type of childcare where children aged between 3 to 6 years are enrolled. Young children are introduced to education as other needs are being taken care of. The preschools are sometimes operated by a community, church or government. Parents may also come together and put up a preschool and hire people who have been trained in early childhood development in their area.

Although non-parental care helps the parents to concentrate on other duties apart from childcare, the care given to children at care centers influences them on social, cognitive, and psychological development. The quality of the care also matters because children who have been brought up in a high-quality daycare have good social skills.

They are not shy, and they are competent because of being exposed to different caregivers as compared to those who are cared for by their parents, and when they grow up, they become more aggressive. Howes (2000) argues that the childs cognitive ability is determined by the age at which the child joined non-parental child care. Those who were enrolled at the age of three months have better and improved cognitive ability.

The performance is better especially for those who joined the care centers at an early stage, and those who were cared for by their parents have shown low performance in schools. Children who have been exposed to poor quality of non-parental childcare have poor mental development. They usually have a negative attitude towards life depending on their level of experiences.

High-quality childcare enables a child to live positively and is eager to learn new skills. In conclusion, although many childcare centers or systems have been helpful to the working parents, they should be careful when hiring people or selecting the type of care because the caregivers will influence the child development in psychological, mental and social issues. In essence, parents should secure enough time to interact with their children even if they are enrolled in a non-parental childcare program.

References

Galinsky, E. H. (2004). The Family Child Care Training Study. New York: McGraw Hill,

Howes, C. & Philips, D. A. (2000). Thresholds of quality: Implications for the Social Development of Children in Center-Based Child Care. Cambridge: Harvard University Press.

Volling, B. L. (2000). Infant Day Care and Childrens Social Competence. Infant Behavior and Development. Hershey: Cybertech Publishing.

Critical Review of Preschool Inclusion  What We Know and Where We Go From Here by Samuel Odom

Introduction / Thesis

In recent years, the theme of mentally and physically inadequate childrens inclusion in early childhood classrooms has become especially popular among many progressive educators, who often go as far as to suggest that it is not only disabled children that should be able to benefit immensely from being allowed to socialize with typically developing peers, but also these peers themselves. The sheer preposterousness of such an idea is clearly visible to just about anyone capable of thinking logically.

However, many people do not fully recognise the practical implications of having preschool inclusion fully institutionalized, because educators and social policy makers, known for their ardent support of tolerance in academic curriculum, try their best to prevent general public from conducting an intellectual inquiry onto this subject, by instilling their articles and speeches with sophistically sounding but utterly meaningless terminology.

Reading Samuel Odoms article Preschool Inclusion  What We Know and Where We Go From Here, substantiates the validity of such our suggestion; because, despite the fact that it contains an academically sounding terminology, articles actual premise can be best described as such that is being based on Odoms wishful thinking, simply because only the readers completely deprived of their sense of rationale, could seriously believe that this neo-Liberal new initiative in the field of public education may bring about any positive results.

And the reason for this is simple  authors as Odom make a deliberate point in not bothering to check whether the ideas, expressed in their articles, correspond to the objective socio-political reality or not. In fact, these people often strive for nothing less then subjecting such a reality to their progressive beliefs, without understanding that this could not be done by definition. Therefore, in this paper we will not only aim to expose Odoms article as being conceptually fallacious, but also as containing ideas that pose threat to just about any societys well-being.

Critique

Despite Preschool Inclusion  What We Know and Where We Go From Here considerable size (5 pages), articles main idea can be formulated as follows: Preschool inclusion is socially beneficial practice, because it allows disabled children to gain a sense of self-respect, through their continuous interaction with normal kids and also prompts typically developing peers to actually begin looking at their less fortunate classmates as being existentially unique, rather then just retarded.

Such suggestion is based on authors irrational belief in socially beneficial essence of policy of multiculturalism, which is being jammed down citizens throats for duration of last thirty years: Given the increased cultural and linguistic diversity in U.S. society, one would expect this area of research (possible effects of preschool inclusion programs) to increase in the future (Odom, 2000).

Moreover, it reveals Odoms article as being politically engaged (author clearly positions himself as supporter of Liberal ideals of diversity and tolerance), which in its turn, significantly undermines the validity of articles conclusions, because it points out to author as being anything but an independent researcher. It is very doubtful of whether the actual well-being of disabled children in America represents a primary item on authors list of concerns, simply because, just as any typical neo-Liberal dreamer, Odom think of people as simply the subjects of politically correct social engineering. This is the reason why author subtly admits that the policy of providing special education to children with special needs (another neo-Liberal initiative), which has been institutionalized in U.S. for over 30 years, has failed to reach its objectives.

However, instead of recognizing the metaphysical wrongness of very premise, upon which educators like Odom base their understanding of how disabled children can integrate into society, these educators come to paradoxical conclusion that their previous ideas, in regards to educational treatment of disabled kids, were simply not radical enough. In its turn, this prompts them to come up with utterly absurd suggestion that preschool classrooms should benefit from having as many disabled children as possible included into curricula: Some individuals define inclusion as occurring only when children are in class with ratio that reflect that of the natural population (e.g., children with disabilities represent 5%-6% of the children in class). Others have observed excellent inclusive programs.., in which a third of the children in the class have disabilities (Odom, 2002).

Of course, author does not specify what account for these programs excellence, simply because inclusion of disabled (especially mentally disabled) children in early childhood educational process can only result in one possible outcome  undermining the overall effectiveness of such a process. It is due to the fact that educators like Odom were being given a green light to promote their socially destructive ideas as to what educational process in U.S. should be, which resulted in creation of a situation when even many Americas high schools have now been transformed into kindergartens, where students are being encouraged to do just about anything, but studying.

Apparently, Odom has forgotten that educators foremost goal is to contribute to societys well-being, by helping as many children as possible to acquire a taste for gaining knowledge, as opposed to helping physically and mentally disabled children to celebrate their inadequateness, as such that account for their uniqueness.

It is important to understand that, no matter how much time teachers spend to convince disabled children in conventional classroom settings that they are no different then their typically developing peers, these children will never be able to attain actual equality with their normal classmates, simply because:

  1. The very definition of disability imply that the variety of existential limitations are being automatically imposed on physically or mentally disabled people,
  2. Within the context of socially interacting with each other, children do not observe the notions of political correctness, as they do not even know what these notions stand for.

Unlike adults, children do not have a developed sense of moral ethics, which would prevent them from ridiculing their disabled classmates psychical or mental inadequacy as something entertaining.

In her article Out of Sight, out of Mind, Katharine Quarmby points out to the fact that children with disabilities in normal classrooms are not only being subjected to emotional distress, but very often to a physical abuse as well, on the part of those children who should be learning tolerance, by socializing with what they refer to as retards: The fact that disabled children are far more likely to be abused than non-disabled children has not filtered through to public consciousness, although a number of studies have demonstrated an increased risk& A large American study in 2000 found that disabled children were three times more likely to be abused (by normally developing children) (Quarmby, 2005).

Therefore, the concept of preschool inclusion is not simply illogical, but also morally wicked, just as it is wicked to have a young person in the wheelchair being exposed to the sight other young people playing volleyball in front of his very eyes. Apparently, Odom is not quite capable (or pretends he is not capable) of understanding this simple fact, otherwise he would not be coming up with statements that expose him as person, whose sense of rationale has been severely undermined by his adherence to politically correct dogmatism: School systems are more likely to place children with mild disabilities in inclusive settings then children with severe disabilities.

This may be due, in part, to how comfortable teachers feel having children with severe disabilities in their classes (Odom, 2000). We will dare to disagree with the author, in this respect. The reason why teachers are not being overly excited with the prospect of having disabled children included in conventional classroom settings has nothing to do with their feelings, but with the fact that they rightly recognize this practice as such that would negatively impact the overall effectiveness of educational process. In his article Lets avert this Classroom Crisis, Andrew Nikiforuk is making an absolutely good point, when he says: Right across the country LD (Learning Disability) kids arent being identified.

Their programs are being cut and these kids are being herded into normal classrooms with no support  all in the name of cost cutting and inclusion, the Orwellian practice of putting all children in the same classroom no matter what their educational needs. The horrendous failure to properly identify or educate LD children in our schools affects everyone  children, teachers and every taxpayer in the country. When bright kids arent taught properly and fall behind academically, they understandably invest their energies and resources elsewhere (Nikiforuk, 2007). We need to understand that preschool education, whatever playful it might be, is still meant to provide children with basic social and academic skills, the possession of which will become indispensible, during the course of these childrens latter years.

Apparently, in such countries as China and Singapore, teachers are well aware of this fact, which in its turn, explains the utter effectiveness of Asian educational system. In his article Education Pressure Cooker: Social Darwinism and Status Ranking in Asia, David Ho says: The Hong Kong educational system functions like a huge machine, sorting students into institutions ranked hierarchically and warping their development in the process.

Schools vie against one another in fierce competition, striving to rank among the top, or at least not at the bottom (Ho, 2009). Even in Hong Kongs kindergartens, children are being encouraged to develop skills in hard sciences  geometry and math, as opposed to developing skills in tolerance, as their American counterparts do. By the time Chinese children reach the age of 12, they are expected to know how to solve complex mathematical equations. Throughout the course of their studies, students IQ rate is being continuously tested  once they score lower them expected of them, it results in dumb students being kicked out of school.

However, whatever the elitist and intolerant Hong Kongs system of education might be, it actually yields practical results that are best referred to as truly amazing. According to Tatu Vanhanen and Richard Lynns book IQ and the Wealth of Nations, peoples average IQ rates (107, 102) in Hong Kong and Singapore are the highest in the whole world. Therefore, Odoms conclusions as to the utter necessity of allowing disabled children to celebrate their disabilities in inclusive classroom setting, at the expense of normal children being slowed down in their intellectual and physical development, can be referred to as socially-counter productive, at best, because the proposed educational approaches, on his part, do not correspond to the notion of sanity.

Attentive readers will undoubtedly recognize Odoms article as lacking conceptual soundness; because, despite the fact that author had mentioned the works of other authors, which supposedly support his own suggestions, he nevertheless has failed to quote from these works, while expecting readers to simply assume that these authors are being just as progressive as himself. There are good reasons for us to think that this is far from being the case, as even most of Odoms own conclusions are marked with the high degree of inconclusiveness.

For example, while knowing perfectly well that he lacks a concrete evidence as to socially-beneficial effects of inclusive preschool education, Odom had deliberately strived to add diplomatic sounding to most of his statements: The quality of the early childhood environments in inclusive settings appears to be, at least, comparable to quality in traditional special education and community based early childhood programs (Odom, 2000).

Had Odom been writing on the subject of different interpretation of arts semiotics, or on the actual meaning of peoples lives, then such his writing style would have been acceptable. However, Preschool Inclusion  What We Know and Where We Go from Here is considered to be an academic article that deals with the issues of utter social importance. Moreover, throughout his work, Odom continues to make suggestions that articles conclusions should be taken into consideration by policy makers in the field of education, without bothering to substantiate these conclusions with scientifically credible data.

The actual level of authors argumentation is being revealed in the following sentence: We anticipate that this initial study will be extended in the future by more detailed analyses of specific costs to quality of preschool programs. However, from our data, it appears that inclusive programs are not more expensive than traditional special education programs and they may in fact be less expensive (Odom, 2000). However, our review of literature, mentioned in articles bibliography, does not allow us to refer to it as containing any factual data, as to the possible costs of implementation of preschool inclusive programs. Just as Odom himself, the authors of these articles operate with such scientifically sounding words as maybe, probable and expected.

Nevertheless, even if Odoms argumentation in this respect was absolutely valid, there would still be no rational reasons for schools to switch in favor of preschool inclusive programs, simply because only very naïve people can believe that reduction of costs, associated with a particular learning process, can somehow increase this process effectiveness. One does not have to hold PhD in math to understand a simple fact that, the less money we spend on education, the less our children will be likely to succeed in academia. The closer analysis of Odoms article reveals authors actual agenda as not being quite related to what he officially proclaims it to be. Let us explain such our thesis at length.

The inclusion of disabled children in early childhood classrooms will automatically result in learning standards in these classrooms being considerably lowered. In its turn, this will allow schools to save on buying learning equipment  no need to buy such equipment, because children with special needs will not be able to use it anyways, and allowing normal children to use it, in the presence of disabled kids, would represent a crime against the spirit of political correctness. This is exactly what Odom implies, by suggesting that preschool inclusion programs should be less costly, as compared to special education programs.

However, given the fact that the very purpose of preschool inclusion programs implementation Odom openly proclaims making it easier for disabled children to integrate into society, we can predict with the high degree of probability on what the saved money are going to be spent  hiring additional hordes of psychologists, social workers and counselors, whose task would be setting disabled children on the path of social reintegration, at the expense of depriving healthy children of variety of educational opportunities. In the end, the implementation of preschool inclusion programs into academic curricula will end up costing more then expected. The long list of failed educational experiments, which were initially promoted by neo-Liberal dreamers, such as Odom, confirm the validity of such our conclusion better then anything else does.

In their book Rethinking Disability, Patrick Devlieger, Frank Rusch and David Pfeiffer provide us with the insight onto the fact that, in the field of public education, theory often does always not correspond to reality: Adoption of a full inclusion model (in preschool education) implies that appropriate support for a particular student will be provided in neighborhood schools throughout a students school career. This first warning sign that rhetoric and practice do not correspond may come with the change in the level of financial support at the preschool level compared with that provided when the child enters a public school (Devlieger, Rusch & Pfeiffer, 2003).

There can be little doubt that Odom have considered such a probability. Nevertheless, as a typical progressive educator, he could not care less about the practical consequences of disabled children being allowed to socialize with regular kids. For him, disabled children are nothing but new objects, upon which neo-Liberal educational theories can be tested. Author knows perfectly well that If these theories prove to be ineffective and even harmful, as it always been the case with social utilization of Liberal mentalitys intellectual by-products, he will never be held accountable for promoting these theories, in the first place.

It appears that, even before beginning to work on his article, author knew from which angle it will be criticized. This is the reason why in articles preface, Odom tries to anticipate the probable objections to his ideas by suggesting that articles apparent lack of scientific soundness is merely an impression: At times, it may appear this important movement for children and families is being propelled by emotion, advocacy, and accelerating momentum rather then being guided by what we know about inclusive programs and issues that may shape the future (Odom, 2000). Such claim, however, can hardly be considered as being effective, within a context of Odom trying to defend his point of view, as throughout the article, author has failed to substantiate his stance on the issue of preschool inclusive programs logically.

After having read Preschool Inclusion  What We Know and Where We Go From Here, we did not become more enlightened on why the implementation of inclusive preschooling must attain status of a mainstream educational policy. Moreover, authors thesis as to implementation of such programs as the way of future exposes Odom as an individual who does not have a mental grip on objective reality  it is not the fault of American educational system that physically and mentally disabled kids are being deprived of many opportunities to attain social prominence in life, but solely of their parents, who did not bother to consult with a physician on whether they carry defective genes or not, before deciding to conceive children.

Therefore, we can only agree with Marcia Rioux, who in her article Social Disability and the Public Good suggest that under no circumstances should the existential inadequateness of people with disabilities affect the lives of physically and mentally healthy members of society: If disability is interpreted as a biological condition, an individual pathology, then there is less imperative for the state to make it an expenditure priority and a necessary condition of social well-being  that is, for it to be treated as a public good.

More importantly, policy that provides for the humane treatment of people with disabilities can be characterized as beneficence rather than social justice, and falls outside the parameters of the social good and social justice (Rioux, 2001). Of course, special education programs for children with disabilities can hardly be thought of as such that create social preconditions for these kids to be able to fully integrate into society, by the time they grow up. However, we need to understand that the full integration of disabled people into society will produce a counter-productive effect on societys overall well-being.

Why is it that 50% of American children under the age of 12 are being officially recognized as suffering from obesity, with the chances for such children to lose an excessive weight equaling from slim to zero? It is because people like Odom have succeeded in convincing general public that there is nothing wrong with kids obesity. After all, the more an individual is being affected by a particular form of existential abnormality, the more hawks of political correctness consider him or her to be willing to celebrate diversity, as its full-time occupation.

In its turn, such celebration needs to be guided by psychologists and sociologists who often get paid as much as $50 per hour for simply yapping away: My colleagues and I agree that specialized instruction is a necessary part of preschool inclusion (Odom, 2000). Now more then anytime in the past, we have a greater awareness of the types of support professionals can provide to create productive learning environments for children with and without disabilities in inclusive settings (Odom, 2000). As lawyers say in situations like this  we rest our case.

As it appears from articles context, author seriously believes that it is up to him and his colleagues to actually set the standards for the meaning of intensity, while designing preschool inclusive programs, after having received governments monetary grants. It is namely the fact that Odom wanted to present himself as an expert on the subject of preschool inclusion, which explains his articles unintelligible sounding  in Odoms mind, the fact that Preschool Inclusion  What We Know and Where We Go from Here contains sophistically sounding terminology, accounts for articles objective value.

The following verbal constructions are just a few of articles many intellectual pearls: delineation of issues, two dimensions of organizational context, individualized service delivery model, collaborative itinerant teaching, critical mass of education, etc. It is needless to say, of course, that author does not bother to enlighten his less sophisticate readers onto the actual meaning of critical mass of education, for example.

And, there are good reasons to believe that this is due to the fact that Odom himself has absolutely no clue as to what this notion stands for. Moreover, in his article author clearly presents himself as individual not overburdened with the sense of modesty, because he find it quite appropriate to refer to his previously written articles as academically credible sources of information, in regards to the subject of discussion, despite the fact that such practice is being disdained within academic circles. In its turn, this strengthens the thesis, articulated by great many people in Western countries, which asserts that educational Liberalism is actually a form of mental illness, the main characteristic of which is liberally minded educators inability to consider a possibility that their points of view might not be altogether faultless.

Conclusion

As we have illustrated earlier in this paper, Odom articles insinuations should not be seriously considered, simply because author appears as someone who does not have even a slightest clue as to the actual essence of socio-political dynamics in the field of public education. This is the reason why, while not denying Odoms supreme ability to indulge in meaningless politically correct rhetoric, we nevertheless doubt whether he qualifies for acting as a spokesman for disabled children.

As a person who makes his money on deliberately misleading parents on what accounts for real problems in the system of public education, Odom has a personal interest in seeing the number of physically and mentally disabled children being continuously increased as time goes by, simply because then, the governmental authorities will be more willing to pay for his consulting services as to how these children should be treated. Therefore, we can only feel sorry over the fact that nowadays, professionals as Odom enjoy the freedom of action, instead of being charged with undermining societys biological and educational integrities.

Bibliography:

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Bourdieu, P. (1998). The Essence of Neoliberalism. Le Monde Diplomatique. English Edition. Web.

Bricker, D. (2000). Inclusion: How the Scene has Changed? Topics in Early Childhood Special Education, 20(1) 14-19.

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education: Effects on non-disabled children. Adapted Physical Activity Quarterly, 13, 35-48.

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Hanson, M. J., Wolfberg, P., Zercher, C., Morgan, M., Gutierrez, S., Barnwell, D., & Beckman, P. (1998). The Culture of Inclusion: Recognizing Diversity at Multiple Levels. Early Childhood Research Quarterly, 13: 185-210.

Hinz, A. (1996). Inclusive Education in Germany: The Example of Hamburg. The European Electronic Journal. Web.

Harms, T., & Clifford, R. M. (1980). Early Childhood Environmental Rating Scale. New York: Teachers College Press.

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Janko, S., & Porter, A. (1997). Portraits of Inclusion through the Eyes of Children, Families, and Educators. Seattle: University of Washington, Early Childhood Research Institute on Inclusion.

Kirk, S., Gallagher, J., & Anastasiow, N. (2000). Educating Exceptional Children (9th ed.). Boston: Houghton Mifflin.

Mittler, P. (1995). Working Towards Inclusive Education: Social Context. London: David Fulton Publishers.

Neoliberalism and Teachers. (2000). Civil Society Network for Public Education in the Americas  CSNPEA. Web.

Nikiforuk, A. (1997) Lets Avert this Classroom Crisis. Canadian Business, 70 (5):123.

Odom, S.L. (2000). Preschool Inclusion: What We Know and Where We Go From Here. Topics in Early Childhood Special Education, 20(1): 20-27.

Olneck, M. (2000) Can Multicultural Education Change What Counts as Cultural Capital? American Educational Research Journal. 37 (2) : 317-348.

Pivik, J., Mccomas, J. & Laflamme, M. (2002). Barriers and Facilitators to Inclusive Education. Exceptional Children, 69 (7): 120-145.

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Quarmby, K. (2005) Out of Sight, out of Mind. Disability Now. Web.

Rafferty, Y. (2002). Creating High Quality Inclusion Programs for Preschoolers with Disabilities in New York City. New York: The New York Community Trust.

Rioux, M. (2001) Social Disability and the Public Good. Institute for Studies in Industrial Development. Web.

Rogoff, B. (2003). The Cultural Nature of Human Development. Oxford: Oxford University Press.

Rudy, L. (2007). Thoughts about Inclusion, Special Ed and Loneliness. About. Web.

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Schultz, J. (2009). Parent Concerned About Inclusion Class. Family Education. Web.

Terpstra, J. E., & Tamura, R. (2007). Effective Social Interaction Strategies for Inclusive Settings. Early Childhood Education Journal, 35(5): 405-411.

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Zirpoli, T. (1995). Understanding and affecting the behaviour of young children. Englewood Cliffs, NJ: Prentice-Hall.

Outline

  1. Introduction / Thesis
  2. Critique
  3. Conclusion

Day Care Program of Child

My viewing experience has been productive, and I have learned different aspects of mealtime and daycare practices, in general. After eating, children need to rest for some time for digestion to happen effectively as Tai and the others do (Taispot, 2009, 00:08:26  00:09:59). I have also noted that children should serve themselves to impart kitchen knowledge. Allowing children to serve themselves gives them the freedom to choose a variety of foods (Arizona Department of Health Services, 2010, 00:01:20  00:01:34). My viewing experience has imparted knowledge that there are different meal services, including pre-plated and family-style dining (MSDE TV, 2018, 00:01:30  00:10:45). Children need to know how to prepare simple meals, including snacks, to become productive in society (Montessori New Zealand, 2013, 00:01:35  00:10:17). Equally, childcare facilities teach children the aspect of memorability and socialization through songs and other game interactions (ECA Learning Hub, 2012, 00:05:34  00:06:17). Lastly, it is important to try new recipes for children as a way of learning new ideas. Children should be subjected to new foods that they rarely eat at home (Better Kid Care, 2015, 00:03:25  00:00:03:58).

Addressing food allergies is critical among children in a daycare. While daycare centers cannot be completely free of food-related allergies, they should aim to create and maintain a safe environment for children with different conditions. First, the daycare facility needs to consult parents regarding their childrens health status, hence developing a care plan that is suitable for individual kids (New York State Center for School Health, 2017). Anaphylaxis emergency strategy is critical for children with food allergies. A daycare center should know the needs of each kid, hence acting accordingly. Moreover, regular staff training about maintaining a relaxing atmosphere is the subsequent means which can address food allergies among children (MSDE TV 00:15:40  00:16:52).

Additionally, understanding children with special needs is paramount to providing suitable accommodation that supports their learning and development. According to the New York State Center for School Health (2020), child care providers must comprehend that children with special needs come first in their programs. Providers should spend more time with children with special needs, praising and encouraging them to gain more skills that are appropriate to their age. Providers need to be educated that each special child has a unique disability and needs to attend to them individually.

Moreover, providers can address cultural competence by giving children from different cultural backgrounds the freedom to embrace their beliefs. New York State Center for School Health (2020) opine that cultural competence enables providers to interact, communicate, and understand children effectively from diverse cultures. For instance, Islamic children have religious beliefs that they should not eat meat, and care providers should respect the norm. Therefore, providers must ensure that they provide a variety of meals that the children can select which are acceptable in their culture. Holistically, the caregiver should ensure that she teaches the students to accept diverse cultures.

The daycare facilities support the development and growth of students. Playgrounds are prudent to support childrens growth and development while embracing their talent. The facilities range from football, basketball pitches, and many others to exploring their talent. Also, the accommodations enhance students to refresh their minds and become active in learning. The amenities equally develop positive interaction and communication among the children. Notably, the facilities should cater to the interests of different groups, including students with special needs.

References

Arizona Department of Health Services. Family-style meals in the children setting. [Video]. YouTube. Web. 

Better Kid Care. (2015). Family Style Dining. [Video]. YouTube. Web.

ECA Learning Hub. (2012). Discovering-Lunchtime. [Video]. YouTube. Web.

Montessori New Zealand. (2013). Montessori in New Zealand: Young children preparing community lunch. [Video]. YouTube. Web.

MSDE TV. (2018). The CACFP Mealtime Environment. [Video]. YouTube. Web.

New York State Center for School Health. (2020). CDC school health guidelines to promote healthy eating and physical activity. Web.

Taispot. (2009). Tai Eats Lunch at Daycare. Web.

Will Universal Preschool Increase Achievement Gap?: Summary, Review, and Evaluation

Introduction

Improving student success has been a major concern in educational research. Educational research seeks to address the behavioral model in students, teachers, and other players in the learning sector. Many researchers have come up with findings and conclusions that can be implemented in educational institutions to realize fair achievement level of students in different domains.

This article (Sticht, n.d) describe the importance of treating preschool children differently so that they can achieve similarly. The article is aimed at empowering the consumers of educational research on the need to consider appropriate strategies in improving the achievement gap of preschool children.

Summary

The effect of universal preschool education program was studied in the article (Sticht, n.d). The main question to ponder is does providing universal education program help reduce the achievement gap between the poor and the rich children? Many scholars and educational researchers have come up with different views on the issue concerning early childhood learning.

Heckman, a Nobel prize-winning economist, suggested that resources should be focused on the aspects that can bring higher returns in the long run; that is focusing on the disadvantaged population. He argues that family setting is a strong predictor of childrens future performance. Likewise, Lynch Robert, of the Economic Policy Institute, about research on the significance of preschool programs, outlined that most of the early childhood education programs also offer adult education and parenting classes.

This shows that maybe a larger portion of the benefits these programs generate might result from the effects of offering other educational activities. As an assertion to this concept, the book, The Obama Education Plan: An Education Week Guide, suggest that many of the gains analyzed in the research of early childhood programs reflect the effects on the parenting behaviors of parents whose children were involved in such programs.

Parenting skills is an important aspect of improving children performance. Morrison, Bachman, and Connor, authors of Improving Literacy in America suggested that the concept of parenting is an important source of influence on childrens achievement than childcare. High-quality childcare cannot counter the bad effect of poor parenting, and poor quality childcare cannot prevent effective parents from improving their childrens performance.

This implies that many of the changes in children emerge from changes in their very poor parents. Thus, there is a need for a short-term education system that could help improve the achievement of poor children in the long-run. Such programs are also likely to have a better outcome on poor families than rich families. In essence, it is important to treat children differently, according to their family background, to reduce the achievement gap between them.

Review and Evaluation

As a global advisor in adult education, Sticht (n.d) has used convincing sources in supporting his arguments. The sources cited in the article are from educational researchers who know about early childhood development. The study suggests the need to treat children differently to close the achievement gap. In this sense, the conclusion is well understood with regards to the issue in question. However, Sticht did not consider other views opposing his argument.

There are other reasons as to why a universal preschool program is important. The article can be morally thought of as favoring the utilitarian approach to solving an ethical decision. Sticht considers the highest benefit that can be realized by implementing the preschool program in disadvantaged families. But the moral rights principle suggests that people should be treated according to their rights and freedom.

Every child has a right to education, and arguing that children should be treated differently might undermine their stability in education. Being in a disadvantaged family does not mean that the family cannot improve its status.

There is also the issue of effective parenting and childcare; advantaged families can have bad overall parenting abilities than disadvantaged families. This can still widen the achievement gap. Thus, the article (Sticht, n.d) is a one-sided study, in which the findings do not reflect a wide range of different views; the preference of one group is not represented well.

Conclusion

I do not fully agree with Sticht. Although treating children differently might help close the achievement gap between poor and privileged children, universal preschool programs can also help. Universal preschool programs can improve family stability and hence fair to all.

I think he should have presented different views, supported by evidence, on the issue before arriving at the conclusion. Still, sources cited in the article are mainly from the United States. This contradicts the title an international consultant in adult education that the author holds. Also, I suggest the study should be repeated in consideration of different views.

Reference

Sticht, T.G. Will universal preschool increase achievement gap?

Preschool Teachers Professionalism & Initiatives

Introduction

High levels of education and lifelong learning are important tools in improving the professionalism of workers of most specialties. However, they are especially valuable for representatives of several professions, and teachers, including preschool educators, are one of them. In this paper, after discussing the importance of good education for preschool teachers, we will offer an educational initiative that would help the latter to face one of the serious problems that might occur with children, child abuse, and teach them to deal with it properly.

The Need for Highly Professional Staff in Preschools

Today, it is clear that a good education and a high level of professionalism are of crucial importance for a preschool teacher. Barnett (2004) argues that better-qualified preschool educators who have undergone specialized training can produce much higher levels of knowledge and skills in children than the teachers who did not receive a substantial education. For instance, it has been shown that students of those preschool educators who dedicated more time to the academic development show better vocabulary knowledge and stronger decoding skills at the end of their first year at school (McDonald Connor, Son, Hindman, & Morrison, 2005). A high level of teachers qualification leads to major long-term educational, social, and economic benefits that are otherwise not present (Barnett, 2004, p. 2).

According to the National Education Association (n.d.), continuous professional development is essential for teachers, because only it allows educators to keep up with the rapidly changing social and technological reality. As preschool teachers work only in the field, it is also important for their training to be job-embedded (Hunzicker, 2010, p. 4).

An Educational Initiative for Preschool Teachers: Child Abuse Management

An initiative we would like to offer is related to child abuse management in preschools for a multicultural population. Educators play a crucial role in child abuse management (Crosson-Tower, 2003). Child abuse management is a very complicated issue that is likely to cause many problems for preschool teachers, especially young and inexperienced ones. However, such a situation is even more complicated in a multicultural environment, where the contact between the teacher and the child is hindered by linguistic barriers and cultural differences.

The teachers need to have enough qualifications to both notices the problem and deal with it successfully. Therefore, it is important to provide educators with some specialized training in this issue.

We propose to create a training program that would include both theoretical and practical components. During the theoretical part, the educators would be told how to recognize the fact of child abuse of various types (psychological, physical, sexual abuse, or neglect), where the specifics of various cultures which would allow identifying the problem more effectively would be explained to them, and where they would learn how to treat such children and offer them support after the situation has been reported to the social services.

The practical part would include seminars with peers, as well as with social workers and nurses; studying cases of child abuse related to the multicultural environment; situation modeling, etc. It is important to make sure that preschool teachers understand the gravity of the problem and can recognize and prevent it if it starts taking place, or help the children who already have suffered for some time to recover.

Conclusion

As we have seen, a high level of education and professionalism are essential for preschool teachers. It is also of utmost importance for dealing with such severe and, at the same time, delicate matters as child abuse. Therefore, it would be highly beneficial to organize a training program that would permit the teachers to learn how to properly manage such a situation is a difficult multicultural setting.

References

Barnett, W. S. (2004). Better teachers, better preschools: student achievement linked to teacher qualifications. Web.

Crosson-Tower, C. (2003). The role of educators in preventing and responding to child abuse and neglect. Web.

Hunzicker, J. (2010). Characteristics of effective professional development: a checklist. Web.

McDonald Connor, C., Son, S.-H., Hindman, A. H., & Morrison, F. (2005). Teacher qualifications, classroom practices, family characteristics, and preschool experience: Complex effects on first graders vocabulary and early reading outcomes. Journal of School Psychology, 43(4), 343375. Web.

National Education Association. (n.d.). Providing ongoing professional development. Web.

Business Information Systems in Preschool Setting

The Weeks Learning and the Final Project: Summary

Pre-school education is an important issue with which several parents are concerned nowadays. With a steep increase in the number and level of demands in the contemporary global economy, it is crucial to building the foundation for academic success for younger children. Herein lies the rationale for starting a business in the realm of education and creating a preschool where the target audience can acquire crucial knowledge and skills.

The academic process will be based on teaching students to use the available information technology to acquire, process, and transfer data effectively. Electronic tools will be deployed at all levels of the business, including the education process, management issues, arrangement of the corporate data, and other elements of managing an organization. Thus, promoting the active use of IT is deemed as an essential recommendation to preschool facilities.

Driving Value from Business Information Systems: Recommendations

The adoption of IT-based strategies will help reinforce the security of students, which is especially important in the preschool setting. For instance, learners data will remain secure once appropriate IT management strategies and devices are deployed. For instance, the enhancement of the existing databases containing students data will have to become a priority (Afifi & Afifi, 2015). Furthermore, the specified devices will serve as the platform for keeping the academic process consistent and engaging for learners. The use of simulations and interactive tasks will help students develop a better understanding of a particular problem and see the vast number of solutions with which they can approach it (Afifi & Afifi, 2015). Finally, the application of IT devices will encourage learners to develop a certain amount of academic independence that will make the process of their learning significantly more inspiring.

Other Relevant Recommendations and Their Importance

Apart from the suggestions listed above, one may also have to consider teaching students the essentials of online security. The application of IT devices and especially the use of social networks as the platform or sharing data may be extraordinarily useful, yet it also contains a certain level of danger to students. Therefore, it is imperative to give learners exhaustive guidelines concerning appropriate online behavior and the means of avoiding online threats to their security and privacy.

Finally, it is crucial to ensure that a teacher meets the needs of learners from all backgrounds equally. Since the knowledge of the subject matter defines students safety, equity in education must be regarded as a priority (Afifi & Afifi, 2015). Specifically, it is the responsibility of an educator to create the setting in which the target audience will remain motivated and enthusiastic about learning. Keeping students attention is essential for the active development of the necessary habits and a profound understanding of information management in young children.

For this purpose, a teacher may need to consider using visuals coupled with the active discussions of the learned information. By incorporating the elements of traditional school media for data management with innovative ones, a teacher will be able to provide students with a full range of learning experiences. Therefore, it is strongly recommended that teachers should not restrict themselves to the use of solely IT tools. Instead, a combination of all available types of media needs to be integrated to ensure a complete understanding of the learning material and the relevant issues.

Reference

Afifi, T., & Afifi, W. (2015). Uncertainty, information management, and disclosure decisions: Theories and applications (2nd ed.). New York, NY: Routledge.

Preschool Education Versus Tertiary Education

Introduction

Preschool is where children especially between the ages of two and five are provided with education to prepare them to join ordinary level. Some of the terms commonly used to refer to preschool are; kindergarten, baby care or nursery school. On the other hand, tertiary education is provided when one completes ordinary level. It is normally provided in institutes of technology, universities and colleges where the graduates are awarded with diplomas, certificates or academic degrees.

Main body

In comparison between tertiary and preschool education, there is evidence that preschool education is more significant than tertiary education in moulding a useful person. However, there is no absolute guarantee what kind of a person will be moulded for there are so many environmental as well as biological variables as one grows up. The hypothesis is that preschool education provides a safe, trusting and comfortable environment where children are able to learn through play and interaction. During this age the childrens base line level of sense of social wellbeing becomes established (Barbara B, 1997). Since preschool is foundation for developmental learning then children have access to explore and discover freely within their area of interest and therefore become fascinated in each and every new discovery. In the process, they become prime candidates for education although their stage of development cannot allow them to tackle structured information. The benefits attributable to preschool are many as compared to tertiary education. Research shows that the academic achievement acquired in preschool last a lifetime and it is at this stage that determines what a child will turn out to be when he/ she grows up. Preschool education is more likely to reduce crime and delinquency and this claim can be supported by the research done in Chicago by Edward (2006) which shows that 70 percent of children arrested for a violent crime did not attend preschool. Local authorities, parents, State and The Federal government pay in economic and social costs for the delinquent behaviors of young adults and rehabilitation in adulthood are expensive and have a poor rate. (Albert, 1998) The Carolina Abecedarian Project reported that the rate of pregnancy among the teens is lower among the children who attended preschool. In North Carolina, teen pregnancy among children who attended preschool reduced significantly 26 percent versus 45 percent (Barbara, 1997). Children who attended preschool are more likely to form a stable family. According to the High/Scope Perry Preschool Project in Michigan it is evidence that majority of people who attended preschool are living happily with their spouses than their peers who never attended preschool. Stronger communities are experienced where the majority attended preschool. It is believed that preschool education results in savings by reducing the need for remedial and special education, welfare, and criminal justice services (High/Scope Perry Preschool Project, 2005). The efficiency and productivity of children improves and these as well contributes in making the work of classroom teacher easier in working directly with children and spend less time on classroom management. The person who attended preschool is more likely to be gainfully employed and also he/she is likely to earn more than those who did not attend preschool.

Conclusion

To summarize, it is clear that a person who has attended preschool tend to possess some advanced skills in areas such as problem-solving and this makes a human being useful in the society. Therefore it is advisable to enroll children in preschool for when they learn to cope with outside environment, they will live happily thereafter in life.

Reference

Albert Francis Osborn, (1998) The Social Life of Britains Five-year-olds: A Report of the Child Health and Education Study. New York: Routledge.

Barbara Beatty, (1997) Preschool Education in America: The Culture of Young Children from the Colonial Era to the Present. New York: Yale University Press.

Edward Ziegler,(2006) A Vision for Universal Preschool Education. London: Cambridge University Press.

High/Scope Perry Preschool Project, (2005) The Economics of Investing in Universal Preschool Education in California, Michigan: University of Michigan Press.