Monthly Archives: August 2020

Shining a Light on 8 Little-Known Benefits of Preschool

Starting kindergarten was a big deal when you were growing up, but now many kids are experiencing their first school milestone even earlier. Preschool programs for young children are becoming increasingly common, with 68 percent of four-year-olds and 40 percent of three-year-olds enrolled in a preschool program in 2017, according to the National Center for Education Statistics.¹

You might think of preschool as an optional bonus for kids before they enter the “real” school system. But there are undeniable benefits of preschool that parents should consider when deciding whether these educational programs are right for their little ones.

“The human brain grows at an exponential rate between birth and age six,” says Dr. Jennifer Jones, founder of Green Ivy Schools. “Preschool is absolutely prime time to develop every aspect of your child for lasting lifetime results.”

Discover more about how preschool serves as the foundation for children’s learning with these little-known benefits of preschool.

8 Little-known benefits of preschool

Preschool offers many hidden benefits to children and their families, from encouraging healthy development to providing parents a more affordable alternative to day care. Read on to hear expert opinions about the many benefits of preschool!

1. Preschool teaches children to follow directions.

Every parent knows the frustration of repeating themselves over and over while their young child completely ignores them. What parents may not realize is that following directions is a skill that children hone over time—and preschool can help make this happen.

Elizabeth Malson, president of the Amslee Institute, shares that preschool gives kids additional opportunities to follow basic directions like when to line up or how to wash their hands. Even through these simple tasks, “children learn to listen to adults and view them as authority figures.”

2. Preschool helps children adjust to kindergarten.

It can be a big adjustment for a young child to navigate the workings of a classroom for the first time in kindergarten. Preschool programs, even those that are only part-time, can help kids make the transition.

“Exposure to school routines in preschool prepares them for the structure and expectation of kindergarten,” says school psychologist Dr. Ari Yares. In addition to seeing the basic rhythm of a school day, “children also learn hygiene routines like washing hands before eating and how to take care of their belongings in their cubby.”

3. Preschool establishes social and emotional development.

“Preschool is much more about developing social-emotional skills than it is about developing academic skills,” says Dr. Yares. These social-emotional skills include learning to share and take turns, showing empathy for classmates and self-regulating their own strong emotions. Without skills like these, children will have a hard time moving on to academic achievement in later years.

“Preschool provides a safe but challenging environment for children to learn how to manage the loss of a toy to another child during play or sit quietly and listen to a short story without interrupting,” Malson says. “These experiences help them explore different feelings and create the foundation for self-regulation.”

4. Publicly funded preschool can save parents money.

There’s no arguing with the fact that childcare in the United States is expensive. The Center for American Progress reports that it costs an average of $760 per month to send a preschooler to a licensed childcare center, an amount that puts many working parents in a financially tight spot.²

Preschool is an option that can help offset this cost while providing high-quality education to kids in their formative years. Head Start programs are available for free to families who meet income eligibility requirements. Many areas also offer free or low-cost preschools that are publicly funded. Preschool programs like these can add up to thousands of dollars of savings for parents who are currently funding full-time childcare.

5. Preschool provides opportunities for play.

Is play really a benefit of preschool? It might seem simple, but research shows that playful experiences prepare children for “deeper learning,” especially in essential skills like executive functioning. ³ Preschool exposes children to many different types of play that they may not have access to at home.

“Ultimately, the greatest value of preschool is inherent in the power of play and exploration,” Dr. Jones says. “The early brain is insatiably curious, and quality preschools provide vast opportunities for children to have exposure to various subjects, the arts, creative processes and literature.”

6. Preschool encourages physical development.

Believe it or not, physical development directly impacts a child’s ability to learn. Fine motor skills are necessary for kids to hold a pencil and learn to write as they get older, and gross motor skills are the whole-body movements that allow kids to balance and coordinate their actions.

Preschool environments give kids what they need to make progress in these important physical developments, including plenty of time spent outdoors. “Preschool helps children make mind-body connections that not only develop these skills but boost their self-confidence as children feel physically capable and self-sufficient in their bodies,” Dr. Jones says.

7. Preschool can reduce the need for special education services.

Special education services are often available to children who aren’t achieving developmental milestones or performing at a rate comparable to their peers in the classroom. Though these services are an essential intervention for kids who need them, the research is clear that preschool can often prevent kids from falling behind in the first place.

A report from the U.S. Department of Education (DOE) states, “Children who attend high-quality preschool programs are less likely to utilize special education services or be retained in their grade, and are more likely to graduate from high school, go on to college, and succeed in their careers than those who have not attended high-quality preschool programs.”⁴

8. Preschool contributes to education equality.

Preschool makes a difference that goes far beyond individual children and their families. The same DOE report shows that access to high-quality preprimary education can be the key that unlocks education equality across races, geography and income. ⁴

The report states that children who don’t have access to the benefits of preschool may begin kindergarten at a strong disadvantage in both academic and social-emotional skills. “For some children, starting out school from behind can trap them in a cycle of continuous catch-up in their learning,” according to the DOE. Grants and publicly funded preschool programs like Head Start are working to expand access to early education so that the benefits of preschool are available to all children across the nation.

Preschool is more than play

You can see that these surprising benefits of preschool extend far beyond giving kids the chance to play with their friends all day. These benefits of preschool are all thanks to supportive, trained preschool teachers who make learning come alive in their early childhood classrooms each day.

If you can’t get enough information about how young kids learn and develop, you might make a great preschool teacher yourself! Find out with these “9 Signs You Would Excel as an Early Childhood Teacher. ”

¹National Center for Education Statistics, The Condition of Education, Preschool and Kindergarten Enrollment, [accessed August 2019] https://nces.ed.gov/programs/coe/indicator_cfa.asp
²Center for American Progress, Understanding the True Cost of Child Care for Infants and Toddlers [accessed August 2019] https://www.americanprogress.org/issues/early-childhood/reports/2018/11/15/460970/understanding-true-cost-child-care-infants-toddlers/
³The LEGO Foundation, Learning Through Play: A Review of the Evidence, [accessed August 2019] https://www.legofoundation.com/media/1063/learning-through-play_web.pdf
⁴U.S. Department of Education, A Matter of Equity: Preschool in America, [accessed August 2019] https://www2.ed.gov/documents/early-learning/matter-equity-preschool-america.pdf

Graduates of Early Childhood Education programs at Rasmussen College are not eligible for licensure as a teacher in an elementary or secondary school. A Bachelor’s degree and a state teaching license are typically required to work as a teacher in a public school and some private school settings. States, municipalities, districts or individual schools may have more stringent licensing requirements. Students must determine the licensure requirements in the state and school in which they intend to work. Childcare facilities and the states in which they are located establish qualifications for staff who work with children, and often implement guidelines regarding age, education, experience and professional development. Students must determine the licensure requirements for the state and facilities in which they work. This program has not been approved by any state professional licensing body, and this program is not intended to lead to any state-issued professional license. For further information on professional licensing requirements, please contact the appropriate board or agency in your state of residence.

Kids Who Attend Public Preschool Are Better Prepared For Kindergarten : NPR Ed : NPR

Benefits Of Preschool: Kids Who Attend Public Preschool Are Better Prepared For Kindergarten : NPR Ed What happens when a group of the nation’s leading pre-K experts get together to lay out a blueprint for what parents, and educators, can learn from decades of research?

Preschool

May 3, 20176:00 AM ET

Shannon Wright for NPR

Shannon Wright for NPR

Some of the nation’s top researchers who’ve spent their careers studying early childhood education recently got together in Washington with one goal in mind: to cut through the fog of studies and the endless debates over the benefits of preschool.

They came away with one clear, strong message: Kids who attend public preschool programs are better prepared for kindergarten than kids who don’t.

The findings come in a report “The Current State of Scientific Knowledge on Pre-Kindergarten Effects,” and the authors include big names from the early childhood world: Deborah Phillips of Georgetown University, Mark W. Lipsey of Vanderbilt, Kenneth Dodge of Duke, Ron Haskins of the Brookings Institution and others.

It lays out the current state of preschool education in the U.S. and what research can tell us about what works and what doesn’t.

Among their key findings, drawing from across the research base, are:

• While all kids benefit from preschool, poor and disadvantaged kids often make the most gains. “Researchers who study pre-K education often find that children who have had early experiences of economic scarcity and insecurity gain more from these programs than their more advantaged peers.”
• Children who are dual-language learners “show relatively large benefits from pre-K education” — both in their English-language proficiency and in other academic skills. Dual-language learners are mostly low income, Spanish speaking children, often with underdeveloped pre-literacy and pre-math skills. But, says Phillips, “there’s substantial evidence now that, because they’re learning two languages at the same time, they have stronger brain circuits that support self regulation.” That may explain why preschool can help them make quick progress: “Their capacity to incorporate new information and to switch attention from one task to another, these are the skills they bring.”
• And yet, the researchers said, that doesn’t mean preschool should necessarily be targeted toward poor or disadvantaged kids. “Part of what may render a pre-K classroom advantageous” for a poor student or a child learning English, “is the value of being immersed among a diverse array of classmates.”
• Not all preschool programs are alike. Features that may lead to success include “a well implemented, evidence-based curriculum” and an emphasis on the quality and continuous training of pre-K teachers. There’s still a lot of research that needs to be done, the study concludes, “to generate more complete and reliable evidence on effectiveness factors.”

Currently, the federal government, along with 42 states and the District of Columbia, spend about $37 billion a year on early childhood programs, mostly targeting low-income 3- to 5-year-olds.

When it comes to what preschools should teach, the researchers took on a big question in that field, too: Should pre-K focus on the social and emotional development of children or should it concentrate on what researchers call “skills specific curricula,” namely numeracy and literacy?

The research clearly says it’s not a matter of either/or.

“What we know is that children bring a vast array of experiences, both strengths and weaknesses,” Phillips says. “Some children need more support than others. Some bring vast knowledge and skills.”

Instruction built on social and emotional skills, rich play, toys, games, art, music and movement complements explicit instruction focused on things like learning to count and matching letters to sounds and words. Both benefit kids’ readiness for school.

For researchers, the critical questions now are: What should the next generation of pre-K programs look like? What else needs to happen — in preschool and beyond — to ensure a long-term impact? And how do we connect all the dots in a child’s educational trajectory beginning with preschool?

That’s no easy task considering that half of the school-readiness gap between poor and affluent children is already evident by age 2, before most kids ever get to preschool.

Another major hurdle is the disconnect between pre-K and elementary education. Rather than building on the skills that kids arrive with, researchers have found lots of redundancy with kindergarten and first-grade teachers repeating a lot of what pre-K teachers do. This results in what researchers call “dead zones” that squander hard-won gains.

“On that count we cannot declare victory,” says Phillips. “We need to look at the elementary grades as re-charging stations. “

Pre-K programs today can also do a better job reaching out to low income families dealing with stress and mental health issues. The home, after all, provides either a sturdy or fragile foundation, researchers say.

“We know that poverty and adversity compromises the developing brain architecture and circuits,” says Phillips.

And while even a high-quality program does not inoculate children from adversity and poverty, it can help mitigate those effects.

“Absolutely,” says Phillips. “That is pre-K education’s primary function.”

Sponsor Message

Become an NPR sponsor

15 Reasons Why Preschool Is The Most Important Decision

It’s hard to send your child off to school for the first time, especially when they’re just 3 or 4 years old. But giving your child a quality preschool education will set them up for greater success in every area of life.

At preschool, children build a strong foundation in social, pre-academic, and general life skills that will give them a leg up in school and beyond. Research shows that children who graduate from preschool have improved academic readiness, lower incarceration rates, and higher earnings.

Here are 15 reasons why preschool is important:

1. Preschool teaches children how to be learners.

Young children learn by playing. If a child’s first introduction to classroom learning is in an overly academic environment, they may fail to develop a strong sense of curiosity and be turned off from school.

Preschool provides opportunities for children to learn in ways that interest them, building a positive association with learning. The best preschool helps children develop a drive to learn that they will take with them throughout their time in school.

2. Preschool helps children develop social skills.

At preschool, children spend extended amounts of time with other children and adults outside their families. The environment provides plenty of opportunities to learn how to make friends, cooperate, listen, and build foundational conversation skills.

3. Children develop self-regulation skills through “teachable moments” and other interactions at Preschool.

When children play and engage in activities with their peers, there will almost inevitably be minor conflicts that bring frustration, anger, and other emotional challenges. These conflicts provide opportunities for “teachable moments.” 

Teachers can encourage children to notice how their behavior impacts others and practice interpersonal problem-solving skills. Preschool graduates leave class with emotional skills they will carry with them for the rest of their lives.

4. Preschool activities boost pre-literacy skills.

At preschool, teachers offer a variety of games and activities that help children build pre-literacy skills. Children sing alphabet songs, learn rhymes that help them distinguish between sounds, listen to read-aloud stories, and play with magnetic alphabet letters.

In addition to learning these foundations, children often develop a sense of excitement and motivation to continue learning. Preschool pre-literacy learning takes place during activities that are inherently interesting to children, which builds positive associations with reading.

5. Preschool builds a foundation for math.

Preschool doesn’t teach children math before they’re ready, but it does build the foundations for future success through fun activities and guided play. Children often play matching, sorting, or counting games, as well as board games that help students develop an understanding of numbers and categories.

6. The preschool environment nurtures children’s creativity and curiosity.

Young children have active imaginations, and those imaginations can be nurtured to fuel learning and creativity. The preschool environment is set up to encourage exploration.

Preschool teachers are trained to help children develop their own ideas and thoughts. They encourage curiosity, ask questions, and listen to children’s ideas rather than pushing “correct” answers or behaviors. 

With a stimulating environment and the right adult interactions, children are more likely to develop curiosity and creativity.

7. Preschool students get to make choices.

Preschool children get to choose which activities they participate in. That means they not only get to follow their interests but also learn decision-making skills and responsibility. Children are encouraged to make their own choices.

Teachers watch children and keep an eye on which activities they seem interested in. If a child seems unsure of how to enter other children’s play, they may offer suggestions on ways to join the group.

8. Children learn to take care of themselves.

At preschool, children are often given chances to practice being responsible. Preschool teachers teach and expect children to wash their hands, keep personal belongings in cubbies, and put toys back in their designated spaces.

9. Children learn to take care of each other.

In addition to taking care of themselves, preschoolers learn how to take care of others. Teachers encourage children to help each other learn skills they are more competent at and view themselves as a resource for other children.

Preschool children may also be given opportunities to help out in the classroom. Teachers may ask them to set the table at snack time, fix the calendar, or help set up an activity, for example.

10. Preschool promotes language skills.

Children learn language skills best in a language-rich environment. At preschool, teachers help children develop language capabilities by introducing new vocabulary during activities and asking thought-provoking questions.

With ample opportunities to try new things, listen to read-aloud books, act out stories, and sing, preschool children have a clear advantage in learning to communicate effectively.

11. Children develop cognitive skills.

Children build cognitive skills through activities that challenge them to try new things, solve problems, ask questions, and simply observe the world around them. Preschool emphasizes these types of activities, and children learn more as a result.

12. Preschool activities help children develop motor skills.

While literacy, math, and cognition are important, brainy skills are not the only ones that young children should learn. Many preschool activities are designed to help children develop physical coordination and fine motor schools.

Children are challenged to develop fine control of their fingers with projects that involve threading with beads, drawing, or even cutting with scissors. Many preschools also offer daily opportunities for children to challenge themselves by jumping or climbing.

13. The preschool environment provides structure with limited rules.

Preschool may not seem highly structured at first glance. However, classroom space is always organized to encourage social interaction and skills development.

Preschool teachers provide opportunities to engage in group activities, listen to stories, and work together with other children. In an environment with a range of activity choices, children can explore their curiosity while still getting used to structured activities.

14. Preschool prepares children for kindergarten.

Kindergarten has become more and more academic over time. Because of this trend, some parents believe their children need a stronger pre-math and pre-literacy foundation in preschool to succeed later on. Others worry that their children need more structured play and opportunities to explore their interests.

Preschool provides both kinds of learning opportunities for children. A high-quality education program will offer children both protected play time and skills development that prepare them for kindergarten.

15. Preschool is a foundational opportunity for growth.

More than anything else, preschool helps children develop the skills they will need to grow throughout their lives.

With improved social and communication skills, they will be better able to ask for help and cooperate. With strong pre-literacy, cognition, and math foundation skills, they are less likely to struggle or have a negative experience in school.  

The emotional skills and understanding of the world that children develop while they are young will help them become constructive members of society as they grow.

The Best Preschool in Everett, WA

Northshore Christian Academy provides a high-quality preschool and early learning center for children aged 1-5. Our students learn through imaginative and cooperative play, including outdoor activities, art projects, and hands-on science projects. Social skills and independence are stressed throughout the day.

At NCA, we integrate faith and learning by teaching with a Biblical worldview. Contact us today to learn more about our preschool curriculum.

The Benefits of Your Three-Year-Old Going to Preschool -Legacy Academy

Posted on November 1, 2021 : Posted in Children’s Success in Life & School, Education and Development

Every preschool teacher will tell you that preschool is a beautiful experience for children. Preschool allows them to learn in a safe and nurturing environment with their peers.   It also provides an opportunity for early literacy skills, building vocabulary, developing social skills, and becoming emotionally secure.

However, preschool can be just as beneficial to parents as it is to the child. A preschool-aged child spends more time at home with their family than any other age group in childhood– about 40% of preschoolers’ waking hours are spent at home with mom or dad! Before we get into some of the eleven key advantages you will get if you send your three-year-old to preschool, let’s discuss what a Preschool is.

 

What is Preschool?

A preschool is a place you can send your toddler to while you work so they can receive early childhood education. They will learn and socialize with other children in a safe environment where they can ask questions, play games, and experience new things.  There are many different types of preschools, including Montessori and Waldorf preschools, that offer different creative curricula, so be sure to research the options available in your area.

 

How Does A Preschool Benefit Your Three-Year-Old?

With the advent of new preschool programs popping up in big cities all over the country, new parents are asking each other the same thing- is it worth it? Multiple studies affirm the benefits of a preschool program for children. However, children are not alone in this; the entire family can benefit from preschool. Let’s take a look at some of the benefits you receive when you enroll your three-year-old in preschool.

1.  Fine Motor Skills Development:

Enrolling preschool at three years of age helps your preschooler develop fine motor skills such as writing letters and numbers. These skills inspire preschoolers to continue with academics in the future by going to kindergarten when they are five years old.

2.  Language Development:

Language development is an essential part of preschool learning for any child. Preschool exposes young children to new words every day, which helps them build vocabulary. When a preschooler learns how to construct sentences, their vocabularies will grow. There is also a correlation between young children who attend preschool programs and preschoolers who do better in elementary school.

3.  Self-confidence:

One of the most important benefits preschool programs give to young children is self-confidence. When preschoolers get a chance to interact with other children and learn new things, they become more confident in themselves which leads them to perform better throughout their lives academically and socially.

4.  Health Benefits:

Aside from academic benefits, a preschool program that exercises proper health and nutrition services is also important for a child’s schedule. One health benefit is that it reduces health care costs for child health problems. For example, preschoolers receive immunizations they need to help prevent them from getting viruses easily through child care or elementary school since they are exposed to more people than toddlers who stay at home with their parents.

5.  Prepares Kids for Elementary School:

One of the most important benefits is your three-year-old being prepared for kindergarten when they become big four-year-olds. Preschool gives young children an early start by having them learn letters and numbers which will help them in their future communication skills. There have been many studies showing that students who attend preschool tend to do better in elementary school because they have early childhood special education catered to a lifelong learning focus.

6.  Ensures Academic Success:

As a parent, you want to prepare your child for the academic success you know they can achieve. Many parents and teachers agree that enrolling children in a preschool program at three helps them perform better once they reach elementary school. By enrolling them in preschool, you’re providing your child with a foundation for learning that they’ll carry with them throughout their school career.

7.  Develops Social Skills:

It’s common knowledge that three-year-old children need help developing social skills. Preschool is often the first time that children interact with other children outside of their own family. Why not introduce your child to the world around them in an environment that is gentle and welcoming? Preschool strengthens a child’s emotional intelligence, so they are better able to cope with stressful situations and manage their negative responses. Your child learns more than just their ABCs and 123s. They also make friends and learn important social cues such as sharing and personal space.

8.  Satiates Your Child’s Thirst for Knowledge:

At the age of three, your child’s brain is like a sponge, ready to soak up every ounce of knowledge. You want to allow your children room to explore the world around them. It’s at this age, that they begin to question everything. Like why the sky is blue and why the birds fly south for the winter. They want to know where the sun goes at the end of the day, and why it rises in the morning. Beginning kindergarten readiness at the age of three improves your child’s ability to absorb this information as well as emotional development.

9.  Provides Your Child with a Safe, Structured Environment:

Enrolling your three-year-old in preschool gives them a safe and secure environment where they can feel free to learn and grow. For example, preschools often teach the basics of personal safety, such as what to do in a fire or when approaching a stranger. Additionally, most preschool programs typically promote healthy habits such as brushing one’s teeth or washing one’s hands after playing outside. The structured activities in early childhood education help kindergarten teachers more than most parents know.

10.  Gives You the Opportunity to Return to Your Work and Passions:

Your toddler isn’t the only one who benefits from spending time in preschool. You probably catch yourself daydreaming about what life was like before children or wondering if you’ll ever get another minute alone to pursue your passion or career. Enrolling your child in a preschool program gives you more time to do the other things you love. Imagine returning to your job without worrying about your child’s well-being. Write the book you’ve always wanted to, finish getting that degree, or simply enjoy a nice cup of coffee with friends.

11.   Preschool Allows Parents to Connect with Their Children:

Even though you are not with your three-year-old all day, preschool still helps you connect with your child. Although they might be intimidated at first, your child will soon realize that preschool is fun. As a result, they begin to bring that fun home with them. The stories they tell, the crafts they make, and the knowledge they share help you communicate with your child in new and exciting ways.

 

What Should You Look for in a Preschool?

When you are looking to send your child to preschool, there are many things to consider. Advanced early childhood services provided to young children are extremely beneficial. If cost is a factor, in some instances, financial assistance could be available to qualifying families; always explore options. Considering the benefits listed above are great ways to help find a developmentally appropriate program. The creative curriculum they use is important since this will help them get ready for kindergarten. If the creative curriculum doesn’t align with what your child needs, they may falter when they get older and start school.

Check out our post about “Tips to Select the Top Preschool Activities for Your Child”

You can start sending your child to a place like Legacy Academy as young as six weeks old. This is important because it will get them ready for pre-kindergarten and ensure they know how to behave when they get there. Be sure to check what kind of policies they have regarding meals and naps. You do not want to send your child somewhere where they cannot take their lunch or nap with them.

For more information when choosing child care, read our blog here.

Looking for the Best Preschool?

Don’t let the number of preschools overwhelm you or keep you from enrolling your three-year-old. At this age, learning is a vital part of their development. There are numerous benefits associated with preschool, and knowledge is the most important one. It’s also key to remember that social development and a head start on education have lasting implications. Enroll your child today.

Early childhood education yields few academic benefits — but still has lifelong effects

There’s a bizarre-seeming paradox sitting at the heart of research into early childhood education. On the one hand, there’s a sizable body of research suggesting that kids who go through intensive education at the ages of 3 and 4 don’t really come out ahead in terms of academic abilities. By kindergarten much of their advantage has receded, and by second grade researchers typically can’t detect it at all.

On the other hand, there’s an equally substantive body of research suggesting that early childhood education produces a profound, lifelong advantage. Kids who enter intensive preschool programs are less likely to be arrested, more likely to graduate, and less likely to struggle with substance abuse as adults. One study with a followup when the students were in their mid-30s found that they were likelier to have eventually attended and completed college.

This is an area where research is fiercely debated — and really important. In 2017, the US spent $9 billion on Head Start, the flagship early childhood education program launched in the 1970s. If one set of studies is wrong, that has profound implications for how we should be spending that money instead.

Here’s an explanation that makes sense of all the research: The benefits of early childhood education aren’t coming from the academic skills they teach students. Early childhood education helps because it’s reliable daycare.

Early childhood education’s effects fade — except the ones that persist decades later

In the past few years, early childhood education has taken a beating in studies of its effects a few years down the road. The Department of Health and Human Services commissioned a massive study of Head Start, the flagship early childhood education program, and found “the benefits of access to Head Start at age four are largely absent by 1st grade for the program population as a whole. ”

In the 2008 to 2009 school year, when Tennessee had to assign spaces in their early childhood education program by lottery, it created the conditions for the perfect natural experiment. Researchers found, if anything, negative effects: “the control children caught up with the pre-k participants on [kindergarten and subsequent] tests and generally surpassed them.”

There are studies out there which have found lasting benefits to test scores. But in general, the better-conducted the study, the more discouraging the results.

How is that compatible with the impressive list of positive long-term effects discussed above?

One explanation commonly entertained in the debate over early childhood education is that the studies for one side or the other are just wrong. Pessimists about education interventions have pointed out that the recent studies, which found no effects from early childhood education interventions, are randomized control trials (RCTs), which are considered the gold standard for research into policies like these.

Meanwhile, the findings of long-term benefits come from longitudinal studies, tracking all of the kids in a program. RCTs are generally more reliable on a complex question like this one. So maybe the RCTs are right, the longitudinal studies are all turning up noise, and there are no effects from preschool.

But defenders of early childhood education can retort that the evidence base for the long-term effects is actually quite solid. Some of the studies that find a long-term advantage from education are very carefully designed to avoid the methodological problems associated with not having a control group.

For example, the Brookings Institution tried to compare kids who attended Head Start with their siblings who didn’t, and found long-term effects on graduation rates, college attendance, and adulthood self-control and self-esteem. They even found that Head Start improved parenting practices for the next generation.

A different analysis by the National Bureau of Economic Research used a regression discontinuity design — exploiting the fact that Head Start was provided to the poorest counties but was not provided to some nearly identical counties just over the income threshold. They found effects from Head Start on child mortality, graduation rates, and college attendance.

Optimists, then, have often argued that it’s the RCTs that must be wrong — maybe there are persistent effects on what students learn even though most studies don’t turn them up. There are some studies in which researchers found persistent gains from early-childhood school programs. They’re often the ones that go well beyond preschool, offering five or six years of high-quality intensive education. It might be that a few standout programs actually do deliver academic results. But they seem to be rare, small, and hard-to-scale.

There are also some independent reasons to suspect that early gains from preschools don’t last. In general, education in kindergarten just does not predict performance by the end of elementary school very well. Researchers Guanglei Hong and Bing Yu, looking at data from a large longitudinal study of kindergarteners, found “no evidence that early-grade retention brings benefits to the retainees’ reading and math learning toward the end of the elementary years. ”

One more thing to look into is health interventions. Early childhood education programs have life-affecting long-term health outcomes, which is likely because the education interventions are often packaged with health interventions. Head Start, thought of as a preschool intervention, also provides meals, social services, parenting services, immunizations, and thorough health screenings that catch diabetes, anemia, and hearing and vision problems.

It seems possible that much of the benefits from early childhood education are actually from the health interventions — which is a big deal because those parts of the program are much less expensive than the preschool parts.

This can’t be the whole story, though, because not every education program that showed some results included health interventions. (And one study was thoughtful enough to provide health interventions to their control group as well, and still found results.)

Some room for the role of preschool — but not as an educational intervention

So if there’s still some effect from preschool, but it doesn’t come from teaching children skills they’ll retain in school, what’s driving it?

The study I just mentioned — the one that provided health interventions to the control group as well — is suggestive. Called the Abecedarian Project, it was an experiment conducted in the 1970s and it remains one of the most promising pieces of evidence for early childhood education.

The program provided intensive intervention from birth to age 5, spending about $20,000 a child in today’s dollars. The project had a small sample size compared to many of the other studies of this topic. (One hundred and twenty families compared to nearly 5,000 in the latest examination of Head Start.) And it included departures from random assignment that should make us less confident in their results.

Still, it found students in the intervention program did amazingly better than the control group — including being four times likelier to graduate from college, five times less likely to have been on public assistance, significantly reduced chances of being arrested or charged with a crime, and significant improvements in adult math and reading ability.

The Abecedarian Project did something differently from other early childhood education programs — it started at birth. Here’s why that’s significant: For infants, we might expect that the benefits of an education intervention are less a result of teaching them things and more a result of providing them with a consistent, warm, and safe environment.

We wouldn’t expect to see academic benefits from providing infants with play, care, and affection, and providing their parents with free child care. We might expect, however, to see them grow up into healthier, happier people.

When you look more closely, it looks like that’s what’s going on with three-year-olds as well. Teaching them to read may not make them stronger readers at age eight, but having a safe place for them to go full-time during the workday is an enormous boon to their families at a critical age.

Low-income parents are often under intense pressure due to lack of access to daycare. Without childcare, it’s much more difficult to work a consistent job — as you’ll frequently need to call in sick to cover gaps in informal child care or take care of a sick child. Without child care, it’s much more difficult to pursue additional education as an adult and move up to a higher-income position.

Without child care, it’s much more difficult to leave a violent or dangerous home because it involves moving yourself and your children away from your only sources of child care, which are typically hyper-local — a neighbor or a relative. (Many of the children in programs like Head Start have homes with multiple risk factors such as abuse, neglect, and substance abuse.)

So the most important effect from early childhood education may be that these programs are places where parents can leave their children all day, allowing the parents to work a full-time job or pursue higher education.

In other words, early childhood education may change children’s lives not by teaching them things they’ll retain in elementary school, but simply by being in a safe, predictable, and consistent environment for them to play in — and by providing their parents with the stability to get and keep better jobs.

Evidence from Washington, DC’s preschool program

There’s substantial evidence for the power of preschool to achieve exactly that. Washington, D.C. made preschool free and universal a few years ago, and the city saw huge benefits for low-income parents. Labor force participation for women with young children in DC increased from about 65 percent to 76.4 percent over a decade. (Compare that to the 2 percentage-point increase nationally during the same time period.) The effect was even more pronounced for low-income mothers, whose labor force participation increased by 15 percent.

It’s rare to see a jump that large from a single intervention. But studies of universal child care programs in other countries (such as Canada) have found significant effects, about the same magnitude as the effects in DC, which suggests these effects are real.

If we look back on the earlier, contradictory-seeming studies with this theory in mind, a lot of the evidence stops looking so contradictory. Head Start and similar programs produce effects — like lower incarceration rates and higher graduation rates — that have long been known to be related to a stable environment in early childhood and parental labor force participation.

Such programs don’t typically produce lasting improvements in academic success in elementary school and middle school, which should be unsurprising, as the evidence suggests sustained gains in academic ability are hard to achieve under any circumstances.

In short, early childhood education programs do have real effects — but these effects likely don’t stem from their merits at educating children. The effects likely come from these programs’ function as child care.

If this is true, it should change how we think about early childhood education. Head Start’s mission statement is to improve school readiness. But school readiness seems to be an area where Head Start doesn’t really matter, while it has lifelong effects in other areas.

Since Head Start is focused on school readiness and not on providing reliable child care, only about half of Head Start programs are full-time — even though this theory predicts that the long-term benefits will be much, much stronger for full-time programs. (Indeed, there’s already some research into which Head Start programs are best suggesting teacher education, class size, and curriculum don’t matter, while program hours matter a lot.)

Expansions to Head Start have focused on requiring teachers to have more advanced degrees and qualifications, which raises the cost of the program and shouldn’t affect outcomes if the outcomes are a consequence of having reliable child care rather than of teaching children to read early.

Furthermore, if the benefits of early childhood education come from its effect on low-income families, everyone trying to evaluate it by testing second-grade math scores is looking in the wrong direction. There have been calls to cancel Head Start because of the fade out of test scores, and even proponents of early childhood education have argued that we shouldn’t aim for universal preschool since the tests show it doesn’t help. From this perspective, those studies are all concerned with the wrong thing — and will turn up null results whether the program is working or not.

And this way of thinking isn’t limited to Head Start. In announcing his philanthropic venture into early childhood education, Jeff Bezos said, “Education is not the filling of a pail, but the lighting of a fire. And lighting that fire early is a huge leg-up for any child.” That’s compelling — and it’s not related to the real case for the impact of these programs.

There’s actually not much evidence that starting education early makes any difference for children. What there is evidence for is that a safe daycare and a stable home environment make a big difference, and that greater family stability and wealth — which child care enables — produce lasting, positive results.

---

Sign up for the Future Perfect newsletter. Twice a week, you’ll get a roundup of ideas and solutions for tackling our biggest challenges: improving public health, decreasing human and animal suffering, easing catastrophic risks, and — to put it simply — getting better at doing good.

---

Will you support Vox’s explanatory journalism?

Millions turn to Vox to understand what’s happening in the news. Our mission has never been more vital than it is in this moment: to empower through understanding. Financial contributions from our readers are a critical part of supporting our resource-intensive work and help us keep our journalism free for all. Please consider making a contribution to Vox today.

The Benefits of Preschool – New York Family

Getty Images

Every parent wants their child to have a great education. Elementary, high school, and college learning are all undoubtedly important, but the path to a successful education can start as early as the toddler years—long before a child steps into a kindergarten classroom. 

Preschool learning—also known as early childhood education—is a great option for many families, and can offer a strong foundation for a successful academic career.  

What is Preschool?

It seems like a silly question, but it’s important to define what preschool actually means these days. In the past, preschool was considered by many to be just a time for children to play.

Some critics have even referred to it as a form of “babysitting service.” While preschool can provide an excellent and enriching child-care opportunity for working parents, the belief that preschool is just a time for free play has changed. 

Nonetheless, play is extremely important for healthy child development.

“Preschool should be a place for focusing on all the areas of development. Play is how children learn, interact with their environment and acquire new concepts and skills,” Jeannine DiBart, co-owner and co-director of Katonah Playcare Early Learning Center in Katonah, NY, said. 

“Play is essential in development, but only works this way if the preschool is planning, evaluating, and utilizing play with an educator’s eye. Play must give the children hands-on opportunities to learn and develop and the educators must set up purposeful experiences.”

Benefits of Preschool Learning

Some parents grapple over whether to send their child to preschool or keep them home in their toddler years. Of course, every family has its unique circumstances and its own factors to consider when making this important decision. 

While there are definitely pluses to keeping your child at home, many social workers and education experts agree that preschool offers children many lasting benefits. 

In fact, children who attend high-quality preschool programs reap benefits that can last through school and their lives, according to a review of research by the Learning Policy Institute, a Palo Alto, CA, nonprofit that conducts research in the field of education policy and practice. 

An overarching benefit of preschool is the vital role it plays in the development of the whole child. The pre-kindergarten years provide a time in a child’s life where social, emotional and cognitive development needs to be nourished and developed equally, many educators say.

It’s important to note that preschool is often the very first time a child is apart from his or her parents and in a group of peers, which as many parents know can be stressful for a child, but an experience that will pay off in the long run.  

“All preschools should have as much of a focus on this social and emotional component as cognitive development. Preschool gives the child a chance to acquire interpersonal and language skills needed in order to function outside the family unit,” DiBart said. 

Another similar benefit preschool provides is an opportunity to socialize in a group setting, which is something that most likely can’t be achieved at home.

“Preschool gives children an opportunity to practice social skills and develop those social skills in a real-world kind of way that also reflects what it’s going to be like once they enter into school,”  Michelle Felder, LCSW, a parenting therapist and founder and CEO of Parenting Pathfinders, said.

Problem-solving and negotiating are two important skills children start to acquire in preschool, Felder explained. 

Learning these two critically important skills at a young age will help provide a strong base for healthy and successful interpersonal, academic and professional relationships well into adolescence and adulthood.  

“Kids have the opportunity in preschool to practice negotiating time and space with other kids, which really helps them become more prepared when they enter kindergarten,” Felder said. 

“This sets a really wonderful foundation for learning how to interact with other people, how to negotiate, problem solve, cooperate and listen. Preschool also builds those foundational conversation skills for kids as they’re talking to peers and grown-ups. They get so much practice in preschool.”

Another benefit of preschool learning is that professional teachers on staff are trained to identify problems a child may have—problems that might go unnoticed by parents. 

“There’s a difference when it’s your own child versus a teacher who is trained to spot areas of growth, things that your child might need support in and ways that they can be prepared for kindergarten in a way that a nanny or parent can’t do at home,” Lisa Samick, director of the Early Childhood Learning Center at Temple Israel of the City of New York, said.  

Preschool Learning: It’s Not Necessarily About Academics

Parents shouldn’t expect their child to become a whiz at reading, writing and counting in preschool. Early childhood education is much more about socialization, cognitive and emotional development, curiosity and learning through play. 

Preschool also helps foster a child’s creativity, which is a big part of early childhood development. Teaching art to preschoolers nurtures an array of important skills. 

“Children feel a sense of emotional satisfaction when they are involved in making their own art and their self-esteem is boosted by giving them opportunities to express what they are thinking and feeling,” Gail Porter, who co-owns and directs alongside DiBart at Katonah Playcare Early Learning Center. “As well, art requires decision-making and self-evaluation when the children decide what to portray, the media to use, when they are finished, and how to evaluate their art.”

While reading isn’t usually in a preschool curriculum, literacy skills are often taught through art. Since art is symbolic, children use art to represent real objects, events and feelings.

“This use of symbols provides a foundation for children’s later use of letters and words to symbolize sounds, and words and sentences to symbolize objects and actions,” Porter explained. 

Tips for Choosing a Preschool 

Now that you have an overview of what preschool can offer, it’s time to choose a school. The search for the perfect preschool can be quite overwhelming, but our experts shared some tips to help make the process a little less daunting. 

To start, make sure the school aligns with what’s important to you as a parent, whether it offers indoor programming, opportunities for outside play, arts-and-crafts, among other activities. Many parents might also want to consider cost, location, and teacher credentials. 

Other tips for choosing a preschool include:

• Visit the school in person. Parents should have a warm and welcoming feeling when visiting a school and should feel free to ask questions.
• Look at the student-teacher ratio. Consider how important class size is to you. 
• Consider toys and materials. Ask the staff if there are toys available that encourage children to be creative. These can include dolls and plush animals to foster imaginative play, LEGOs of preschool complexity levels, puppets for storytelling, and easy-to-use drum sets, among many other options. 

Changing a Preschool Mid-Year

Sometimes, despite your best efforts to find a school that suits your family’s needs, the one you chose just isn’t the right fit. While your child might be blissfully happy, it can also be the case that sometimes their school isn’t working and you may be considering a mid-year jump to a new school.

The first step to switching schools is to figure out what isn’t working. Reach out to your child’s teacher or school principal. 

Be honest that you’re considering a change of environment and bring up your concerns about the school. Keep in mind that you only see one side of the story as a parent and that they might have valuable insights to share about your child’s life at school. 

Once you’ve laid out your concerns, listen carefully to their response and ask them whether they have any suggestions for improving the situation. 

If you aren’t convinced that change will be possible and still have the same desire to make a move, ask what the process for leaving mid-year might be. If you’re at a private school, understand your billing notice period and how you will retrieve school records.

Once a new school has been chosen, mentally prepare your child for the move. Alicia Sharpe, a New York City-based Education Consultant, says, “Mental preparation starts at home. Speak with your child about this new coming transition; even if the child is too young to communicate with you verbally, they will understand. If possible, bring your child to visit the new school, meet the teachers, and introduce them to their new classroom before the start of the new school term. If you have an older child, help them understand that moving schools are not abnormal, but it will be an exciting fresh start. Reassure them that it’s possible to maintain friendships even when they’re at a new school, and consider how you can help them to participate in activities that current friends take part in.”

Psst… Check out The Best Places to Live In and Near NYC

Preschool Directory

Manhattan

BASIS Independent Manhattan
795 Columbus Avenue (UWS)
556 West 22nd Street (Chelsea)
[email protected]

Students receive the best possible start to their education at BASIS Independent Manhattan, a PreK–12 private school. The Early Learning Program offers engages PreK and Kindergarten students in an advanced, comprehensive curriculum featuring Mandarin, STEM, literacy, music, art, and more. Students are led by nurturing, expert teachers who encourage intellectual curiosity, creativity, and independent thinking from day one.  

Battery Park Montessori
21 S End Ave.
New York NY 10280
212.235.2320
[email protected]

Battery Park Montessori is New York’s only trilingual Montessori school, offering Spanish and Mandarin language exposure. Montessori-trained teachers nurture each child’s social, emotional, cognitive, academic, and physical needs, fostering their independence, natural curiosity, and problem-solving abilities. Partnered with Learning Beautiful’s hands-on, tactile, and age-appropriate materials, students are introduced to STEM and coding without ever touching a computer. 

Chelsea Day School
319 Fifth Ave, 2nd Fl.
New York NY 10016
212- 675-8541
[email protected].

Play-based learning permeates all aspects of the program. Children play to make sense of their world, to learn about themselves and each other, to develop language, to gain self-confidence and self-control and to understand and express their feelings. The program provides a strong foundation for our children that will support future academic pursuits and a lifetime of learning.  

The École
111 E. 22nd St., New York, NY
646-410-2238
[email protected]

The École is an independent, French-American bilingual school serving an international community of Maternelle-to-Middle School students in New York City’s Flatiron District. Through their unique dual program, which incorporates both the French and American curricula, The École offers students the lifetime benefits of bilingual education, empowering them to create and connect to a world filled with possibilities.

Lycee Francais de New York
505 East 75th Street
212-369-1400

La joie means joy in French, joy in learning and joy in growing at one of NYC’s historic bilingual schools. In nursery, pre-k and kindergarten, each class is taught by both French- and English-speaking teachers. Preschoolers learn reading, math and writing; and self-expression through art, music, and movement in both French and English, with plenty of time for play. Children do not need to speak French to enter the Lycée’s Preschool. 

Manny Cantor Center (MCC)
197 East Broadway, New York
646-395-4187

Early Childhood @ MCC is an inspired, responsive, progressive program built on the principle that all children are competent, capable, and curious. Teachers create safe, joyful learning environments that foster inquiry, exploration, and reflection following a Reggio-Emila-inspired emergent curriculum. 

The Montessori School of New York International
347 E. 55th St., Sutton Place, Manhattan
212-223-4630

A multifaceted program that inspires curiosity and a love of learning, classes are equipped with didactic Montessori materials that encourage the absorption of concepts through play, leading children to become well-rounded and confident. Programs includes science, music, foreign languages, musical theatre, swimming, dance, yoga, chess, cultural events, and robotics!

New Canaan Country School
635 Frogtown Rd.
New Canaan, CT 06840
203-972-0771

New Canaan Country School is a co-ed, independent day school for students in pre-k (ages 3 & 4) through ninth grade living throughout Westchester and Fairfield counties. Graduates excel at top day, boarding and public secondary schools and go on to lead lives of impact and purpose. For more information about their Early Childhood program, please visit their website.

​​Pine Street School
25 Pine St.,New York NY 10005
212-235-2325
[email protected]

Pine Street School is an International Baccalaureate World School with Spanish and Mandarin language immersion for students ages 2 through 8th Grade. Their curriculum embodies transdisciplinary learning and integrates voice, choice, and agency into everything we do. Students are capable, confident, passionate, and compassionate changemakers embracing technology, intellectual rigor and a global perspective.

Pusteblume International Preschool
244 W 14th St. ,New York, NY
212-206-1137
[email protected]

A licensed, non-profit, independent preschool for children ages 2 to 5 with German and Spanish language immersion. Dual language is an option as well. Our school also offers after-school and enrichment programs for all ages that are open to students from other schools.

Trevor Day School
1 West 88th Street and Central Park West
212.426.3355
[email protected]

Trevor’s Preschool welcomes children starting at age 2.8 for half day, full, day, and extended day programs. Two expert teachers in every classroom guide foundational and joyful learning experiences through music, exploration, art, and play.

Twin Parks Montessori
Central Park Montessori -1 West 91st street
Park West Montessori School – 435 Central Park West
Riverside Montessori School – 202 Riverside Drive
[email protected]

Twin Parks Montessori School serves families with children from 3 months to 5 years old.   It is  an accredited Montessori school, with three campuses on the Upper West Side. The schools are across the street from Central or Riverside Parks for daily play and exploration. Twin Parks Montessori Preschool offers summer and late-day programs.

Brooklyn

A.Fantis
195 State St
(718) 624-0501

The Fantis Preschool celebrates 60 years with a play-based learning environment with daily Greek langauge and weekly Art, Music, and Physical Education. Our PK3’s can secure a seat our UPK4 classrooms, including NYC’s first Greek Dual Language UPK4 where instruction and enrollment are balanced equally in Greek and English. Our program offers five full days with extended day option, outdoor playground and after-school clubs like soccer, chess and more. 

BASIS Independent Brooklyn
405 Gold Street (Downtown Brooklyn)
556 Columbia Street (Red Hook)
[email protected]

BASIS Independent Brooklyn is a PreK–12 private school. The Early Learning Program engages Pre-K and Kindergarten students in an advanced, comprehensive curriculum featuring Mandarin, STEM, literacy, music, art, and more. Students are led by nurturing, expert teachers who encourage intellectual curiosity, creativity, and independent thinking from day one. 

Cortelyou Early Childhood Center
1110 Cortelyou Road, Brooklyn NY
718-282-6077
[email protected]

CECC provides an environment conducive to the growth and development of your child. It is ensured that while your toddler is having fun, they are learning the skills needed to begin building their academic foundation. The experienced and qualified staff will respond proactively to your toddler’s physical, social, cognitive, and emotional needs and help him/her grow as an individual. 

City Kids
240 Meeker Ave, Brooklyn, NY
718-885-4404
[email protected]

At City Kids, learning takes place at the intersection of inquiry and play. Inclusive, age-appropriate, modern classrooms and enrichment spaces invite hands-on exploration, critical thinking and problem-solving while having fun! Students will develop the necessary skills to become collaborators, innovators, and good citizens. City Kids…Education {re}imagined. 

Dillon Child Study Center at St Joseph’s College
Clinton Hill
718-940-5678
[email protected]

A half-and full-day, mixed-age programming for 2-5 year olds. Classes are in an atmosphere where children are free to express their feelings and ideas. Children learn through play, developing confidence, competence and dispositions for future learning. All programs offered are led by NYS certified teachers, and assisting in the classroom are students from SJC’s Department of Child Study. The laboratory preschool is composed of modern, spacious classrooms with a beautiful outdoor space.

​​Elemental Arts Montessori
364 Argyle Road
Ditmas Park/Flatbush
718- 484-0942

Located in the historical Victorian section of Beverly Square West, this is a Full Member School with the American Montessori Society, for preschool and kindergarten children who will be 3,4 or 5 years old by 12/31 of the year they’re enrolled. EAM has a small class size of only 12 children per session with 2 Montessori teachers, offering a warm, nurturing and stimulating environment with an emphasis on individual attention for every child.

Elite Minds Montessori
[email protected]

Elite Minds Montessori is a private preschool in Carroll Gardens for children ages 2-5 offering a nurturing multilingual (English, French and Spanish) environment where children can engage their minds in art, music and play in a traditional Montessori setting. There is a 5-day, half-day program 8:30-11:30am or 1:30-4:30pm and a 5-day, full-day program 8:30am-2:30pm plus early drop off and extended day. The summer camp is now enrolling (2 week min.) for July 11-Aug. 19. Email to schedule a tour.

Little Thinkers Montessori
Clinton Hill & Park Slope
347-996-2688
718-858-8961

Little Thinkers Montessori offers a summer program with full or half day sessions running for seven weeks. Activities include gardening, science, art, yoga, music, dance and outside play with extended care available. During the school year, the LTM  preschool curriculum is individualized, multi-aged, and thoughtfully guided to match each student’s needs. An afterschool program for pre-K-5th grade is available.

Maven Valley Prep
348 13th. St., Brooklyn, NY 11215
347-335-0000

This brand new daycare facility in South Slope offers a small daycare experience in a structured setting and a well-developed curriculum based on theories of Montessori, Piaget, Vygotsky and Bloom. Schedule your individual in-person tour online. 

PAL Head Start Programs 

These programs provide a safe, secure, developmentally appropriate environment and emphasize active family engagement and strong collaboration with the local community. Staff is composed of certified teachers and social service staff. Providing Early Childhood education for more than 50 years. There are seven programs throughout Brooklyn & Queens.

New Canaan Country School
635 Frogtown Rd., New Canaan, CT 06840
203-972-0771

A co-ed, independent day school for students in pre-k (ages 3 & 4) through ninth grade living throughout Westchester and Fairfield counties. Graduates excel at top day, boarding and public secondary schools and go on to lead lives of impact and purpose. For more information please visit their website.

Pusteblume International Preschool
244 W 14th St., New York, NY
212-206-1137
[email protected]

A licensed, non-profit, independent preschool for children ages 2 to 5 with German and Spanish language immersion. Dual language is an option as well. Our school also offers after-school and enrichment programs for all ages that are open to students from other schools.

Rivendell School
277 3rd Ave., Brooklyn, NY
718-499-5667, ext. 14

This pre-primary Montessori offers an excellent student/teacher ratio school provides a respectful, inclusive community, helping children feel powerful and confident as learners and as social and emotional beings. Toddler, half-day, and extended day programs are available for ages 2 to 6. 

Queens

Countryside Montessori School
354 Lakeville Road, lower level, Great Neck
516-466-8422
Email [email protected]

Countryside Montessori School offers children, 18 months to 6 years, a well-balanced and enriched curriculum which includes traditional subjects, art, and music. They are located on an estate-like setting with an outdoor playground and nature walks. Classrooms are fully equipped and spacious. Countryside Montessori  is offering in-person camp for children ages 18 months to 6 years old. There are morning academics for the older children and playtime for all children. 

Ivy Day School
65-01 Kissena Blvd. Flushing 718-460-6366
70-44 Kissena Blvd. Flushing 718-880-1888
104-70 Queens Blvd., Forest Hills
718-997-1997
[email protected]

Books and blocks, music and dance, art and creativity! At Ivy Day School (three locations)-the school provides a decade-long standard of academic excellence to children ages 2-5. Ivy Day School envisions students will develop essential skills for a lifetime of achievements via fun, stimulating activities.

Kuei Luck Early Childhood Centers
NEW LIC: 2-03 Borden Ave, Long Island City, NY
718-670-9919
Rego Park/Forest Hills: 99-39 66th Ave, Rego Park, NY
718-679-9909

A new location in Long Island City is now open only one block away from Hunter’s Point South Park. Kuei Luck Early Childhood Center is a Reggio-inspired, Mandarin Immersion Nursery & Preschool and believes that early learning experiences have a profound impact on a child’s social, emotional, and intellectual development. Their student-led immersive language model is rooted in exploration, experimentation, and play. Students are encouraged to explore learning through art, music, play, and nature and their approach encourages young learners to deepen their knowledge of subjects they are most curious about.  Now enrolling for 2022-2023. Contact the school for more information.

PAL Head Start Programs 

These programs provide a safe, secure, developmentally appropriate environment and emphasize active family engagement and strong collaboration with the local community. Staff is composed of certified teachers and social service staff. Providing Early Childhood education for more than 50 years with multiple locations.  There are 7 programs throughout Brooklyn & Queens. 

Westchester

A Child’s Dream
10 Mill Road, New Rochelle
914-633-4332

A Child’s Dream goal is to create a secure and structured environment where your child will enjoy socializing and interacting with other children while learning. The curriculum includes, Language Arts, Social Studies, Math, Science, Developing Motor and Social Skills. They offer Morning Sessions from 9am-11:30am for 2 and 3 year olds and 9am-12PM for 4 year olds. They also offer an afternoon session. Lunch Bunch and Enrichment Classes Available; Art, Soccer and Movement.

Ann & Andy’s Childcare
2170 Saw Mill River Road, Elmsford
914-592-3027

Ann & Andy’s provides childcare for ages 2 months to 14 years old. Their center offers an infant, toddler, and preschool program, and an afterschool program for school-aged children. Regularly planned group activities meet the natural, physical, emotional and cognitive needs of children at play. Staff is trained to promote a positive environment and to keep a balanced routine that does not stress or overstimulate children.

Ardsley Community Nursery School
21 American Legion Dr., Ardsley
914-693-4932

The Ardsley Community Nursery School is proud of its caring staff and dynamic enrichment program. Creative and developmentally appropriate academic activities are based on weekly themes and geared toward recognizing the talents of each child. A lovely playground and local field trips enhance programming. Soccer, dance and yoga classes are included with tuition. Summer camp offers water activities and air conditioning.

Blue Rock School
110 Demarest Mill Rd, West Nyack, NY 10994
845-535-3353

Blue Rock School has been fostering confident critical thinkers for over 30 years.  Their hands-on curriculum is infused with art, nature, and play in small dynamic class settings from Kindergarten through Eighth grade. By nurturing children’s love of learning and encouraging deep thinking, Blue Rock School prepares them for a changing world.

French-American School of New York
Manor Campus (Nursery-Grade 3)
111 Larchmont Avenue, Larchmont
914-250-0469

FASNY’s bilingual preschool program begins at 3 years old and is play-based with an emphasis on language acquisition. The focus is on the development of fine and gross motor skills through targeted activities that are thematic and connect to the students’ developmental milestones. Through play, FASNY students learn skills and investigate problems. 

German International School New York
50 Partridge Rd, White Plains, NY
914-948-6513

At GISNY, pre-k and kindergarten children are welcomed into a bright and nurturing environment and enjoy most of their school day outdoors exploring, learning, and playing on the beautiful 20-acre campus. Entering pre-k and kindergarten children are not required to speak or understand German and will build the foundation for being bilingual by first grade. GISNY is Pre-K to Grade 12. 

Hudson Country Montessori School
340 Quaker Ridge Rd., New Rochelle, NY 10804
914-636-6202
[email protected]

Hudson Country Montessori School inspires and promotes innate curiosity and a love of learning. HCMS also strives to help children grow into respectful, socially-adept and compassionate leaders. The curriculum is designed to empower students to become independent, creative thinkers and confident achievers. Private, co-educational school, toddlers (18 months) through 8th grade. Flexible scheduling, full & half-day sessions and extended hours.

Kiddie Academy of White Plains
222 Bloomingdale Rd Suite 108, White Plains, NY
914-688-1600

At Kiddie Academy, your child’s natural curiosity is nurtured to explore and investigate. With developmentally appropriate curriculum, character education, STEM-infused technology and health and fitness experiences fundamental to a child’s growth, they encourage inquisitiveness, creating momentum for learning that continues well after the child leaves the Academy. Care from 6:30am-6:30pm, nurturing staff, onsite kitchen, outdoor play areas, indoor playroom and private parking lot.

Liberty Montessori Schools
155 Beechmont Dr., New Rochelle
914-636-3461 631
Boston Post Road, Mamaroneck
914-777-1382 

Liberty Montessori offers programs for up to grade 3 a unique enrichment curriculum that includes a special music program and the Challenger Program for advanced students. They also have special multilingual programs in Chinese, French, German, Spanish and Japanese. Call now to make an appointment, meet the school director, tour the facility and learn more.

Lightbridge Academy
529 Central Park Ave., Scarsdale, NY 10583
914-653-6719

Lightbridge Academy in Scarsdale is enrolling now for infant, toddler, preschool and pre-k from 6 weeks old through 5 years old. They are opening by the fall of 2022, so it’s time to save your spot. Call or schedule a virtual tour online to learn more about their programs.

Mazel Tots Early Childhood Program of Scarsdale Synagogue
2 Ogden Rd, Scarsdale, NY 10583
914-723-3001
[email protected]

The Mazel Tots program provides a warm, stimulating environment for newborn to kindergarten-bound children, encouraging children’s growth socially, emotionally, and intellectually, and featuring developmentally appropriate activities including sports, games, music, creative movement, sign language, nature, yoga, karate, science, and art. Spiritual growth is enriched by learning about Jewish holidays and values. 

Montessori School of Pelham Manor
1415 Pelhamdale Ave., Bronx, New York
914-738-1127
[email protected]

The most crucial years in a child’s development are from birth to age 3. Montessori School of Pelham Manor has small class sizes which means lots of individualized attention. Your child will get the personalized attention they need to learn and grow at their own personal pace, with instructors who cater to your child’s unique learning needs. Developing confidence and a love of learning is the hallmark of Montessori education. 

Ridgeway Nursery School and Kindergarten
465 Ridgeway, White Plains, NY
[email protected]

RNSK offers early childhood programs designed to help children gain a positive self-image while encouraging social, emotional, intellectual, physical, and spiritual development. 2’s, 3’s and 4’s classes recognize play and exploration as basic learning tools. RNSK’s NYS accredited kindergarten program tailors relevant curriculum according to the needs of each child.

Yellow Acorn Montessori
46 Fox Meadow Rd., Scarsdale, NY
914-725-2173

Yellow Acorn Montessori provides a comprehensive Montessori education, cultivating independent thought and foundational skills as well as awareness of their environment, empathy for others, and social ease and confidence. The Early Childhood Program (3-5 years) and Toddler Program (18mos-36 mos) include Language, Math, Science, Geography and Culture, Practical Life, Sensorial, Music and Art and more.

Why preschool education is dangerous and useful – Knife

It is known that parents want the best for their children. That is why a barely born baby is already trying to plan a life. Adults choose a school, a higher educational institution, decide which sections he will attend and study languages. It seems that the sooner a child begins to learn and engage in self-development, the easier his adult life will be. After all, while the rest of the guys were running around the yards and kicking the ball, the potential child prodigy was learning to write Chinese characters and solve problems in physics. We often see children around the age of five on TV who amaze with their knowledge of science. Looking at them, it’s hard not to admire, because not every adult is capable of this. But what is really behind this spectacle? Of course, preschool education plays an important role in the formation of a child, and one should not think that until the age of 7 the only goal is to rush along the street with peers and nothing else. However, at such a young age, a balance must be struck.

It is noted that the period from birth to kindergarten is extremely important for children, because at this time they learn to interact with other people, including peers, they become interested in how the world works. Preschool education should aim at emotional and cognitive development, as well as the integration of the child into the system of social interactions. Therefore, the excessive zeal of parents in teaching a small child may not have the best effect on him and negatively affect the still unformed psyche of a growing person.

Why is pre-school education important?

It is known that in the period from birth to the age of five, the child’s brain develops to the greatest extent. As a rule, this process is completed by 90% when children start going to kindergarten. At preschool age, a child absorbs everything like a sponge, he looks at his parents, peers and repeats after them. This behavior is determined by the system of mirror neurons, which is formed in the first years of life.

A necessary part of preschool education is socialization: the child must learn to interact both with peers and with adults.

Some parents do not pay due attention to this aspect, believing that the main thing is to teach the child to read, write and count, and the rest will follow by itself. However, man is a biosocial being, and each member of the genus needs communication. If a child does not learn to interact with people at an early age, then it will be extremely difficult for him to do this as an adult. As a result, a person will have problems interacting with classmates, colleagues and finding a soul mate, which will negatively affect his mental state.

In addition, pre-school education is designed to prepare the child for more serious learning. It is difficult to start sitting at a desk for forty minutes and writing from dictation, if before that life consisted only of fun games. It is difficult for young children to concentrate on something for a long time. They are extremely curious, so they quickly switch from one object to another. Parents and teachers are forced to work on the ability of children to focus on something specific for a long period of time so that it is easier for them to adapt to school.

Also, children who received education at preschool age are less prone to deviant behavior (alcoholism, drug addiction, etc.) and, as a rule, have a higher income.

A study was conducted in the 1970s that included children born between 1972 and 1977. The children were divided into two groups. One consisted of those who received preschool education, the participants of the other did not attend educational institutions. The study ended when the subjects reached about forty years of age.

So the results speak for themselves. Pre-school education gives children an advantage in the future life, allows them to develop their potential, skills and talents. The success of individuals has a positive impact on society as a whole, as those who have received preschool education tend to commit fewer crimes, are more active in the labor market and have more income.

Early childhood education around the world

Although the benefits of early childhood education are clear, according to statistics, more than 175 million children worldwide do not receive it. This is about half of the total number of preschool children on the planet.

Early childhood education is the least emphasized in poor countries with low incomes.

Only one child in five is enrolled in preschool education programs. However, this training is not effective due to low qualified teachers and inappropriate curricula. As a result, children are deprived of the opportunity to fully develop their potential, which negatively affects the future of the country.

According to available data, children in the system of preschool education are most involved in European countries (France, Germany, Great Britain, Norway, Italy, Spain, Iceland), as well as in Australia and Brazil. In these countries, this figure is 95% or more. Things are a little worse in countries such as Russia, China, the USA, Poland, Argentina, where the figure varies from 70% to 89%. The situation in African countries is very bad. On average, less than 25% of children receive preschool education there. The exception to the rule is Ghana, Algeria, Angola and Kenya. Here the indicator is not so far from the European one. Saudi Arabia is a kind of exception. Despite the fact that the income in this country is above average, very few children are involved in preschool education – just under 25%, which is approximately the same as in Africa.

Figure adapted from UNESCO Institute for Statistics report

In Russia, between 2015 and 2019, the number of children attending pre-school education increased by 6.9% and amounted to 7.64 million people. It is noted that this is primarily due to the surge in the birth rate that occurred in the 2010s. In addition, the range of educational services for preschoolers was expanded. Nevertheless, experts predict that by 2024 the number of children receiving preschool education will decrease to about 5.9million people, which is due to the decline in the birth rate in recent years.

In the 2000s, there was an increase in attention to preschool education from many states. China and Poland have traditionally had a detailed and centrally regulated curriculum. However, in the 2000s, countries began to move towards decentralization and diversity of education. For example, in Poland, teachers were able to choose between eight curricula recommended by the Ministry of Education. France has focused on language development, including learning a second language. Finland has moved the pre-school program for six-year-olds into the core curriculum for early childhood education and care from birth to age 6. In 2003, the Danish government presented a plan for working with preschoolers. Around the same time, similar actions were taken in Germany. That is, at the beginning of the 21st century, governments began to pay serious attention to the education of young children, as evidenced by the widespread introduction and change of curricula.

In recent years, in developed countries with high income, more than 50% of children under 3 years of age have been involved in the preschool education system . These states include Denmark, Iceland, Israel, New Zealand, the Netherlands, Luxembourg, and Norway.

In Turkey and Mexico, this figure is below 5%. Although the values ​​vary greatly from country to country, since 2010 the total number of children involved has grown from 26% to 34% in 7 years. The growth is especially noticeable in European countries.

How and why is preschool education changing?

Preschool education is changing rapidly around the world, driven by both negative and positive trends. The latter include increased attention to early childhood development, an increase in the number of professional teachers, research to identify gaps in existing educational systems and improve curricula, and increased public and private funding.

An over-emphasis on literacy and math skills is seen as a negative factor, which negatively affects the balance of the approach to learning. Topics such as social development, emotional development, and professionalism are often ignored in universities and colleges. As a result, future teachers are not competent enough to work with children. The problem is the uneven distribution of priorities by parents, which is why the expansion of opportunities in preschool organizations does not receive proper support. In addition, educational programs adopted for reasons of expediency and efficiency deprive the child of the opportunity to explore the world around him independently and express his opinion.

On the basis of the conducted research, it is possible to draw conclusions about which factors most influence changes in the system of preschool education.

Demographic changes

They create an opportunity to achieve greater integration and social justice. In the United States, in recent years, the number of children who attend educational programs that differ culturally and linguistically has increased. Since the turn of the century, over a ten-year period, the number of Hispanics in the country has increased by 43%, the number of Asians has increased by the same 43%, the number of African Americans has increased by 12. 3%, and by 4.9% non-Hispanic white population. As a result, in ten years, the number of preschool children learning English in some parts of the country has increased by 300-400%.

In 2015, 48% of children under 6 were reported to be living in low-income families, 25% of whom were living on the edge of poverty. As a rule, such children began their education much later than their peers who grew up in wealthy families. The variety of structures of families with a child of preschool age has also increased. Since the beginning of the century, the number of unmarried mothers has increased, while the number of complete families has decreased. In addition, due to the variety of educational programs, the level of preparation of children starting school varied.

Thus, the dynamic nature of demographic change requires greater social inclusion and a more equitable distribution of resources.

Curriculum changes

Children’s time in kindergarten has traditionally been based on play and focused more on social learning than academic knowledge. Learning in a playful way satisfies the child’s natural curiosity without tiring him. Abstract and cognitive tasks related to mathematics and literacy, as a rule, are typical for teaching older children (from 7 years old). For a long time, the goal of teaching young children was more to enable them to love the process of learning itself, exploring the world around them and interacting with people, rather than academic learning as such. It was believed that, having begun to be interested in the world around them at an early age, a person receives a basis for understanding more complex scientific concepts. For example, caring for plants and taking care of pets, the child shows interest in nature, which further motivates him to study such subjects as biology, chemistry and physics. In addition, the role of the teacher in the process of preschool education was defined as allowing children to understand themselves, their environment, helping to create friendly relations. However, this concept of goals and methods of teaching young children has been challenged.

In the 2010s, there has been a trend towards fewer hours devoted to music and art and more academic training, especially mathematics and grammar. The decline in art education turned out to be quite long. In addition, according to statistics, only 61% of elementary schools in the United States organized excursions to museums, galleries, theaters. Thus, a significant part of children do not receive proper knowledge in the field of art. This negatively affects young children, as it is known that important concepts and moral values ​​are better absorbed by the child through songs and dances. Therefore, attempts to reduce the mobility of children and force them to sit at their desks cannot lead to much success.

In general, the world is becoming more and more dynamic over time. Therefore, curricula should teach the child to solve problems and problems creatively and even be able to take risks.

Education should be oriented so that the child learns to love the very process of acquiring knowledge and skills. This is achieved by studying the interests of the child and choosing a curriculum that suits him. So the child immediately begins to study what he is interested in, and with age, interest can develop into serious scientific activity. Education in the arts should be one of the main directions in the preparation of young children.

Increasing research efforts

Funding for research related to the benefits of early childhood education has increased in recent years. As a result, numerous organizations, research centers and journals have appeared on the topic of early childhood education. The intensification of research has also contributed to the development of new quality training programs.

Teacher training

It is noted that in an environment where the population is becoming more multinational, it is much more difficult to provide quality training. The problem of their preparation is quite acute, since the learning process largely depends on this. Pre-school education institutions are, in fact, the first educators of children outside the home. These organizations are tasked with identifying the strengths of the child and unleashing his potential. For preschool children, education is often the first experience of interacting with people from different cultures, religions, languages, and families. It is important that faculty guide this interaction as the world is trending towards increasing demographic diversity. The experience of communicating with people of other nationalities at a younger age forms the attitude towards such people in adulthood. In addition, high-quality early education and care lays the foundation for children to develop ideas of freedom and democracy in everyday life and in the educational process itself.

Negative consequences of early childhood education

From the above, it becomes clear that preschool education is not just a useful addition to a child’s life, but a serious tool for his development. A properly structured curriculum gives children significant advantages over their peers and helps in adulthood. However, in some cases, the child faces tremendous pressure. Parents and teachers believe that they only make the child better by making him sit over textbooks for hours, and they believe that this is the only way to a personal “bright future”. In practice, such an attitude can deprive a child of a normal childhood and introduce a number of psychological problems into his life.

Research shows that early academic training pays off, as evidenced by subject-specific tests children take. However, the progress made at a younger age is most often erased within 1-3 years, and according to some studies, it is completely reversed. Moreover, it has been proven that an early academic load can cause long-term harm to a child in the areas of social and emotional development.

For example, at 19In the 1970s, a study was conducted in Germany, the purpose of which was to compare, in various ways, children whose learning is based on play practice with those who are undergoing academic training. Despite the initial successes of the second group, by the fourth grade the children showed significantly worse results than the representatives of the first group. In particular, reading and math skills were worse, and they were also less socially and emotionally adapted.

A similar study was conducted in the United States, focusing on African American children from poor families. As a result, it was found that those who attended academically-oriented preschools initially showed superiority over those whose learning was based on play. However, by the end of the fourth grade, the picture changed.

Children who received a play-based education performed better and scored higher in school.

Another large-scale experiment was carried out in the USA in 1967. In Michigan, 68 children from poor families were placed in one of three types of kindergartens: traditional (learning based on play), partially traditional (teaching included a more adult approach), “direct learning” (focused on reading, writing and mathematics). Initial results were similar to previous studies. The “direct learning” group showed achievements that soon faded away. However, when the participants were 15 and 23 years old, there were no significant differences in academic performance, but there was a significant difference in social and emotional characteristics. By age 15, children in the direct learning group had committed more than twice as much misconduct as those in the other two groups. In addition, at age 23, they were more likely to show signs of emotional distress, have disagreements with other people, and be less likely to be married. By this age 39% of the participants in the “direct learning” group were arrested for serious crimes, while in the other two groups this figure was 13.5% on average. Also, 19% of the participants in this group were prosecuted for stabbing, compared to 0% in the remaining groups.

Researchers attribute these findings to the fact that early learning experiences provide the foundation for later behavior. Those who in childhood learn to play with others, planning their activities and overcoming differences, turn out to be more responsible in relation to society. While children, whose preschool education is based primarily on academic performance, as adults, are set to achieve results and move forward. In the context of poverty, this often leads to conflicts with others and criminal activities. In addition, the type of preschool institution has an impact on the parents of the child. If education provides for an assessment scale, then parents want their children to stand out, to be the best. In the future, this attitude towards the child is only gaining momentum and boils down to the fact that he must achieve goals at any cost.

Traditionally, play activities have been one of the main activities in the life of a preschool child. However, now there is a tendency towards the gradual disappearance of the “yard culture”, which, in turn, leads to a decrease in the playing culture among children. The modern child has nowhere to play. He doesn’t play in the garden because he has to study there, he can’t play with his parents who are busy with work and other things. Older children study intensively, you can’t have fun with them either. It is argued that gaming activity is one of the stages of preparation for learning.

Therefore, with the disappearance of games from a child’s life, problems arise with the formation of motivation for learning. Parents, as a rule, do not think about this, since they consider preparing for school only as a set of skills .

They tend to demand results from the child and often try to make him “smarter” than the right age, as if for the future, without taking into account the fact that this requires a certain degree of maturity of the nervous system.

Teaching a child to read, write and count at an early preschool age leads to a load on the immature structures of the central nervous system, which adversely affects the first functional block of the brain, which has to work with excessive effort. As a result, the child will receive the desired skills, but at the same time, problems with sleep may begin, with the functioning of the endocrine system, he will more often encounter somatic diseases. It is also very likely that the child will become moody and overly excitable. At the age of 2-3 years, children do not have the motivation to learn to read or count, sitting at books for several hours a day, they want to play and explore the world. As you know, the presence of motivation is the key to success in any activity. Besides, it is doubtful that there is any sense in the torment of a small child in principle. Scientists say that at the age of 3 it takes 1-1.5 years to systematically learn to read, while at 5-6 years this process takes a month or two. A child’s productivity in the early preschool years is reinforced by motivations such as praise from a parent or teacher. Instructions imposed by adults do not allow him to develop self-control and self-organization. At school, such children again face a lack of motivation. They already know the material that is offered for study, so they do not feel the need to use search, heuristic activity.

Alisa Teplyakova is an example of a child with outstanding knowledge for her age. At the age of 8, the girl passed the Unified State Examination, and at 9 she already became a student at the Faculty of Psychology of Moscow State University (albeit on a commercial basis). It is not yet possible to judge how studying at the best university in the country will affect Alice, but there are reasons for concern. Even for people in their twenties, seminars, term papers, a session, slightly eccentric teachers are stressful, leading to depression, psychological problems, up to and including suicide. Here we are talking about a child who must go to secondary school. A university differs from a school not only in the level of complexity of the training program. Teachers, unlike teachers, try to find an individual approach to students to a lesser extent and build work, focusing more on their own comfort.

In addition, Alice may have problems with socialization. Classmates are eighteen-year-old guys who like to have fun after couples, go to nightclubs and kiss with the same young and beautiful. It is difficult to imagine the friendship of a nine-year-old girl and such a company due to the lack of common interests. Of course, you can not be friends with anyone and focus on your studies, but it is difficult for a person to limit his social circle only to his family. People remember their student years with warmth in their souls, thinking about how many new friends they met, how fun and carefree it was, despite all the hardships of studying.

But what can Alice remember? Satisfied ambitions of their parents who “hacked” the system, and painful adaptation to an age-inappropriate environment?

No one is saying that children shouldn’t strive for results, but it’s worth considering whether these achievements are worth a normal, happy childhood. Even if now it seems that the lack of communication does not harm the child in any way and the textbook on neurophysiology successfully replaces the teddy bear, then in the near future psychological problems will make themselves felt.

Exaggerated demands of parents in learning lead to deviations or delays in the development and maturation of nerve cells, which negatively affects the child both in the short and long term.

Conclusion

Pre-school education is an important step in a child’s life. At the age of 7, children actively grow and develop. It seems to many that it is not so important what happens to a child in early childhood, because when he grows up, everything will be different. But it is at this age that the most important foundations for the future life of the child are laid. Undoubtedly, one should not dismiss the child to elementary school and should not think that only games are enough for him without developing an interest in learning.

However, you need to approach the education of young children correctly so as not to harm their psyche and not instill an aversion to gaining knowledge for the rest of their lives.

Many parents want their children to be geniuses. On TV and in social networks, we often see how talented children at the age of 5 almost perfectly know three languages, solve differential equations and can recite all of Pushkin by heart. But is it really talent? Indeed, there are times when a child likes, for example, biology and he reads encyclopedias and reference books without stopping, and by the age of 6 he can name any plant from a picture on the Internet. However, this situation is very rare. Most often, parents force their children to sit at textbooks and study with tutors around the clock, when the rest of the children have not yet really learned to speak. Perhaps such people are driven by faith in the bright future of the child, or perhaps by the desire to assert themselves by raising a “brilliant child”. As practice shows, such children achieve success at an early age, win olympiads, enter top universities, but rarely succeed in the future. Most of them burn out, experience psychological difficulties and problems with socialization. They do not know anything but study, because they are used only to study, although many of them do not even understand why.

The child needs to be given attention at an early age and involved in the pre-school education system. But education should be focused primarily on instilling social skills in the child, teaching how to interact with other people and preparing for school. More doesn’t always mean better. Inadequately inflated ambitions of parents can ruin a growing person not only childhood, but also life.

Pros and cons of pre-school education

Most parents would agree that kindergarten is an important stage in their children’s lives, but some of them, surprisingly, allow themselves to disagree. According to the latest research, some parents would rather keep their little ones at home and shield them from the outside world for “a little longer.” Those who are not in favor of this opinion believe that preschool is a necessary opportunity for their children to grow both mentally and physically, in an independent environment.

Early childhood programs can prepare and provide the necessary foundation for the further education of children, and can also help in engaging them in age-appropriate experiences. Keeping a child away from home can be a daunting task for parents, but if they are working, it will be very difficult to be around the children every minute. In this case, a preschool may be considered a good option. This educational experience can help build a child’s emotional range and also help them learn at the same time. Parents can now breathe a sigh of relief as all preschools are sworn to provide a safe and secure environment. Read on to find out more about pluses and minuses of pre-school education .

Preschool education – Advantages and disadvantages

PLASS 0

Early socialization

Preschool institution is an excellent opportunity for children to chat with other children of their age, thereby helping them to build social skills for later years. At an early stage, if parents or teachers notice that the child is not very sociable or tends to remain reclusive, certain solutions and problems can be considered that can be solved before it is too late. In this way, children engage, learn to speak and play together with others while making friends and building relationships. This is an important social component for children as they can create their own little children’s networks.

Independent relationship

It can be extremely painful for children to leave their parents first, or vice versa. But eventually, the child begins to adapt to the new environment and begins to develop relationships with other people, not just parents, such as teachers and even other children. This is where children learn and build their own contacts, as well as learn to play and communicate friendly with others in a structured environment. Pre-school education provides a self-development environment for the growth of children socially, which ultimately culminates in an independent character from the very beginning.

Enriching learning and entertainment

Preschool education has more opportunities for the baby. The academic environment is not very demanding for young children, and this is all a stepping stone that can help children to activate and lay a solid foundation for the future “in school mode”. Pre-school education is a fun learning period for children and for parents to build a solid foundation for their child’s future in scholastic endeavors.

Rescue for parents

For working parents, leaving babies in preschools becomes a necessity. Some parents find it very difficult to leave their child in the care of a nanny or a day centre. In this case, preschools are lifesavers who help parents by taking on their responsibility and also providing their children with a basic education.

Cons

Expenses for preschool

A few preschools can be very expensive, and are responsible, in most cases, for a gaping hole in parent’s bank accounts. This is the main reason why some parents choose to keep their children at home to avoid unnecessary expenses. The soaring preschool fee is one of the main reasons why parents prefer a home tutor for their children in the early years. However, they forget to take into account the fact that pre-schools teach children about other aspects such as sharing and self-confidence. Therefore, it is always advisable to research the most affordable options, in terms of quality of education and affordability.

Unsafe environment

Children spend a significant amount of time in preschool , ranging from 5 to 8 hours. This can be dangerous in terms of long hours away from home, conflicts between children over toys, without parental supervision, and in terms of objects or materials that children have to deal with while away from home. These are some of the questions parents should think about before deciding whether or not they should give their child away at preschool educational institution . While most preschools provide a safe environment, parents should do thorough research about claims before making a final decision.

Health effects

Children aged 3 and 4 do not adapt well to new conditions than those in which they were brought up. With the increase in the number of children entering preschool educational institutions , there is also an increase in the level of diseases that spreads from one child to another. After all, what does a 3- or 4-year-old child know about hygiene? Sharing toys, having lunch together, or even just playing with their classmates can make children sick.

The pain of separation

More than any other aspect, parents find it emotionally ordeal to be separated from their child, it is a very stressful period for them. The child was also suddenly faced with a new environment without the protection or shield of the parents. As a result, parents get an emotional breakdown, and children, in most cases, cry when they stay at preschool educational institution .

Less attention

All young children require attention from early childhood, and in early childhood programs this is a more distant possibility. Many children who need to be cared for, teachers or caregivers find it increasingly difficult to provide one-on-one attention to children. In this case, teachers can give less attention to each child, giving less room for the children to grow individually.

The sooner the child is placed in pre-school educational institution , the easier will be the adaptation for the child and parents. Early childhood education is not only fun and games, but also an important aspect in terms of academic and social development. Thus, parents have the opportunity to ask the right questions and conduct detailed research, evaluate the advantages and disadvantages of preschool education before leaving their children alone. This, in the end, will help to make the right choice, which can make a break or a more distant future of the educational experience for children.

Preschool education in Russia | An article in the collection of the international scientific conference

Preschool education in Russia, namely, the situation related to preschool education in Russia can be called a crisis.

I believe that the main of the first problems is the general availability of preschool education, which is currently not carried out in this way. The growth in the number of places in preschool educational institutions catastrophically lags behind the growth in the number of children. As we remember, the period of decline in the birth rate fell on 1991 years [1]. At that time, many kindergarten buildings were transferred on long-term lease and at full disposal to other departments or non-departmental organizations, which led to the fact that at the present time we have to look for ways to provide places in preschool educational institutions for all needy children of preschool age. According to statistics, the reduction in the coverage of children by the preschool education system in Russia amounted to from 70% to 50%. Such a socio-economic situation forces us to set new tasks for the system of preschool education. Children entering school today have different starting opportunities, as almost half of them did not attend kindergarten and did not master educational programs. Most children come to the first grade completely unprepared, so it can be difficult for them to take a new position as a student. The school has different (relative to kindergarten) rules, new requirements are imposed on the child, expectations appear – the child is not ready for all this. First of all, the children themselves, as well as their parents and teachers, “suffer” from this.

And what does kindergarten give to the child? The main advantage of the preschool educational institution is the presence of a children’s community, thanks to which a space for the child’s social experience is created. Only in the conditions of a children’s community does a child know himself in comparison with others, appropriate ways of communication and interaction that are adequate to various situations, and overcome his inherent egocentrism. “Children must certainly be happy, because childhood? – the most wonderful time. The rest of life is only a retribution for this short-lived bliss” – Pavel Krusanov (“Dead language”) [6, p. 23].

Preschool education in Russia – ensuring the intellectual, personal and physical development of a child of preschool age from 2 to 7 years. The task of preschool education is to convey to the child the basic foundations of culture and the rules of behavior in society, as well as intellectual and aesthetic education.

Kindergarten is the first social institution that teaches children to live in society. It is in the kindergarten that the first independent contacts of the child with the people around him take place, here he learns to communicate and interact. Communication with peers allows the child to quickly master new skills and acquire new knowledge, since the effect of imitation at an early age is very strong. Successful adaptation in a kindergarten or a preschool education center is facilitated by educators, whose goal is to help the child in any difficult situation.

It has long been noted that “home” children who did not attend children’s educational institutions often experience difficulties with adaptation in the school community. It is more difficult for them to start school than for kindergarten graduates, as they do not have sufficient communication skills. In addition, pre-school education in kindergarten teaches the child volitional behavior, the ability to find compromises between their desires and the desires of others. The child learns to protect his interests without prejudice to the interests of others. Also in kindergarten, children learn the basics of self-regulation. That is, the child learns to independently choose an occupation for himself and devote a certain amount of time to the chosen business. It is this skill that becomes the basis for the organization of the child at home and (in the future) at school. It is also extremely important that in kindergarten these qualities are formed naturally in the process of play, which is an integral part of the educational process. It is during the games that the basic skills of independence, the ability to contact and negotiate are formed.

Preschool education in kindergarten meets the developmental and social needs of the child. Education at home, of course, is able to provide the child with the development of all self-care skills and the assimilation of the knowledge necessary to prepare for school, but it is not able to teach the child to live in a team. While it is the ability to find a common language with the people around is the key to a person’s success in adulthood.

Modern preschool education is focused on the development of the child’s personal qualities. Being in a group of peers allows the child to learn how to communicate, defend their opinions and their interests, and also take into account the interests and opinions of others. Children form an idea of ​​the social structure, because it is in the kindergarten that the first role-playing games take place, for example, “daughter-mothers”.

Pre-school education in kindergarten allows the child to form his own idea of ​​the world around him and his place in it. The child learns to evaluate his abilities and capabilities by comparing himself with his peers. That is, he develops an adequate self-perception. In addition to the communicative development of the child, the goals of preschool education include mental, moral, aesthetic and physical development. All these components are inseparable conditions for the formation of a full-fledged personality. Drawing, creating crafts and applications, designing, music and physical education are the minimum set that any kindergarten is ready to offer.

At present, the preschool system itself has also changed. The differentiation of preschool educational institutions by types and categories has been introduced. To the previously existing only type – “kindergarten” new ones were added – a kindergarten with priority implementation of the intellectual or artistic, aesthetic, or physical development of pupils, a kindergarten for children with disabilities in physical and mental development, care and rehabilitation, a kindergarten-development center child and others [5, p 7] And there are also various additional circles for preschool education. On the one hand, it is good that at least some conditions are being created for preschoolers, and it also allows parents to choose an educational institution that meets their needs, on the other hand, most of these types do not meet the patterns of child development. And also the minus of such additional institutions is that not every parent can overpower them financially, because such institutions charge more than in kindergartens. These additional institutions provide training for only 2-3 hours several times a week, and the child spends almost 12 hours in kindergarten. The specifics of education in a preschool institution is that, unlike additional ones, it is carried out throughout the day and does not come down only to training sessions (it is necessary to teach the child to wash their hands, eat properly, behave politely in different situations, be neat, play and cooperate with other children and much more). Therefore, it is practically impossible to reduce the educational services of preschool institutions to 3-4 hours.

The problem of general accessibility of preschool education for all categories of citizens should also be addressed today through the use of internal reserves of the education system, including the development of various forms of preschool education, as well as a more flexible system of regimes for children in preschool educational institutions.

It should be noted that the network of short stay groups is developing not in spite of and not instead of traditional full-time preschool institutions, but together with them. Along with the traditional operating modes of preschool educational institutions (12-hour and round-the-clock modes of stay for children), since 2000, 10-hour and 14-hour modes have also been used (in many cases, the 14-hour mode is most preferable for parents and is less expensive than round the clock) []. This makes it possible to increase the availability of preschool education for various categories of citizens.

In addition, at present, in parallel with the development of traditional forms of preschool education, new models are being tested: preschool groups based on general education institutions, preschool groups based on additional education institutions, as well as the systematic education of preschool children in the context of family education.

Thus, we can conclude that the effectiveness of the development of a network of educational institutions will be achieved only if the approach to the development process is integrated.

It is much more expedient that all public preschool institutions correspond to the same “good” category, which ensures the full-fledged upbringing and development of children. And parents with special needs (although this is not a fact that this is good for the child) could use the services of non-state preschool institutions. The only problem is that these institutions, as a rule, need special control from the state (this is evidenced, for example, by the experience of France, where such control is the most important task of the inspection service in education).

In view of the foregoing, as well as the fact that recently there has been a virtually total “municipalization” of preschool education institutions (massive transition of kindergartens from various departments to municipal ownership), the solution to the issues of survival, functioning and development of the preschool education system depends at present mainly from local governments.

It is the local governments in the municipality (city, district) that must create certain organizational and pedagogical conditions that will allow the municipal system of preschool education to get out of the crisis and move into a state of normal, stable functioning and development.

“It’s sad if you spent your childhood without really seeing it.” Jodie Foster.

References:

1. Data of the Federal State Statistics Service / http://www/gks.ru/scripts/db inet/dbinet.cgi

2. short-term (incomplete) stay of pupils in kindergarten // http://www.ed.gov.ru/do-sch/rub/200,print.

3. Pakhomenko G.S. “The practice of providing paid educational services”, journal “Management of preschool education” No. 7–2006;

4. Savitskaya E.V. Some results of the study of the system of preschool education for children // Educational Issues, 2004, No. 4.

5.              Sheremetyeva A. V. No. 5-2008

6. “Quotes of great scientists”, ed. Makarevich A. S. — 2009

Basic terms (automatically generated) : kindergarten, preschool education, child, institution, preschool education, Russia, preschool age, time, children’s community, local government.

Almost like at home: the quality of pre-school education is improving in Russia: trends in 2022

According to Rosstat, the average availability of kindergartens in Russia is 99. 2%. At the same time, practice shows that preschool children from 3 to 7 years old have to wait for their turn in kindergarten for about 8.5 months. In 2022, more than 78 thousand small residents of Kazan visit kindergartens. But not all parents managed to arrange a child in a municipal preschool institution. Therefore, in the cities of Russia and the capital of Tatarstan, there is a growing demand for private kindergartens, where each child has an individual approach. We talked with Ivan Sorokin, the owner of the Smile Fish network of private kindergartens, about the benefits for children and their parents, as well as about current trends in this area.

In fact, the field of preschool education is the most responsible and vulnerable area in the entire process of teaching children and adolescents. There is not enough competence of teachers, as in universities, their authority, as in school. In kindergarten, every little thing is important: not only high-quality nutrition and a reliable level of safety, but also an individual approach to each child. After all, it is at the very young age – from 3 to 5 years – that the personality and character of children are formed, which are important to preserve without using a stereotyped approach to them. Unfortunately, the pandemic has caused the closure of many private kindergartens. In 2021, their share was only 5.4% of all preschool institutions, which is 0.6% less than in 2019year.

Individual approach to each child

The Smile Fish network was less affected by the pandemic, as we continued to work during the restrictions in duty groups due to smaller occupancy: 8 preschool children in a group, unlike municipal institutions, where their number reaches 20-25 people. To some extent, the reduction in the number of private kindergartens has improved the quality of services provided in our network. A large number of qualified teachers left without work allowed us to support one of the main trends in 2022 in preschool education – an individual approach to children, since each of our groups has three educators.

This is the main advantage of private kindergartens, because there is no “solo pedagogy”, when an adult leads the child all the time, controlling his behavior within the schedule. On the contrary, the activity of a preschooler as a full-fledged participant in the educational process is brought to the fore. For this, game mechanisms are used when learning English or reading. Also, when raising a child, as an individual in interactive activities, respect for parents, responsibility for one’s actions, and the ability to communicate with peers are instilled.

This approach is appreciated both by the pupils of our network’s preschool institutions and their parents: while playing, children gain the freedom and independence of an adult, but at the same time they also learn.

Not only theory, but also practice

The second trend in early childhood education is not only to give theoretical knowledge, but also to teach how to apply it in practice: theater performances in basic English or playing little scientists using various sets of experiences and scientific experiments for children, passing quests, where you need to demonstrate not only dexterity and flexibility, but also erudition.

But even here it is important to take into account the individuality of each child: not every preschooler dreams of becoming a doctor or an astronaut. In today’s unstable and ambiguous world, we cannot predict what professions will be in demand in the future, so we rely on skills and soft skills: 4K – critical thinking, creativity, communication skills, teamwork, as well as curiosity, leadership, perseverance and responsibility .

Presenting online content well

This is also a necessary component of the pre-school education program. Now we can’t get away from digital technologies, virtual and augmented realities. It is necessary to teach children to use the global network correctly and effectively for their development. According to recent studies, 27% of schoolchildren spend at least 8 hours a day using various gadgets. Children from 3 to 7 years old are unlikely to escape this fate, so the task of teachers in our kindergartens is to provide useful and exciting online content, to teach how to distinguish it from a mountain of Internet garbage. This is exactly what educators of 80 operating kindergartens across Russia are now implementing and will be doing in 11 kindergartens that are still at the opening stage.

Flexibility in interaction with children and parents

Another advantage of private preschools is flexibility in all matters. Schedule – full day babysitting or half, meals taking into account the nutritional characteristics of children, such as allergies. In addition, much attention is paid to the premises in which private kindergartens are set up. Usually these are apartments on the first floors of residential buildings. At the same time, the kindergarten does not interfere with the neighbors: no one is in the premises before 8 am and after 7 pm. It is obligatory to have an intra-house playground, and in an apartment – four square meters per child. This is also the main difference from municipal preschool institutions, where the area is calculated based on three meters squared for each pupil. Thus, moving freely and comfortably, receiving balanced healthy nutrition and maximum care from teachers, the child in kindergarten feels at home.

Photo courtesy of Smile Fish

Preschool and Primary School STEM Education Program

Explanatory note

The proposed program “STEM-EDUCATION OF CHILDREN OF PRESCHOOL AND PRIMARY SCHOOL AGE” is a partial modular program of preschool education aimed at developing intellectual abilities in the process of cognitive activity and involvement in scientific and technical creativity.

The program can also be successfully used in extracurricular activities within the framework of the main educational program of primary general education, and each of its sections – an educational module – can be used as an independent unit in the system of additional education.

The Law “On Education in the Russian Federation”, the federal state educational standard for preschool education, the state program of the Russian Federation “Development of Education” for 2018-2025 and the “Strategy for the Development of Education until 2025” set new targets for the development of the education system in the Russian Federation: creation mechanisms for its sustainable development, ensuring compliance with the challenges of the 21st century, the requirements of the innovative development of the economy, the modern needs of society and every citizen.

One of the trends in the development of modern education is its socio-cultural modernization. The focus of the methodology of socio-cultural construction of education as the leading social activity of society is the formation of civic identity, the formation of civil society, the strengthening of Russian statehood; development of individuality and competitiveness of the individual in a constantly changing world.

The concept of modern education is based on humanistic principles of upbringing, which are based on the theory of “child-centrism” – the absolute value of childhood, when the idea of ​​childhood should be at the center of any government decisions and political programs.

Hence the special status of preschool and primary levels of education, since it is during this period that the fundamental components of the formation of the child’s personality and the foundations of cognitive development are laid.

GEF DO assumes the formation of cognitive interests and actions of preschoolers in various types of activities, and the primary education standard ensures the recognition of the decisive role of the content of education, ways of organizing educational activities and interaction of participants in the educational process to achieve the goals of personal, social and cognitive development of younger students.

Thus, at the present stage of development of education for children of preschool and primary school age, the emphasis is shifted to the development of the personality of the child in all its diversity: curiosity, purposefulness, independence, responsibility, creativity, ensuring successful socialization of the younger generation, increasing the competitiveness of the individual and, as a result , society and the state.

Modern education is more and more focused on the formation of key personal competencies, that is, skills directly related to the experience of their application in practical activities, which allow students to achieve results in uncertain, problematic situations, to solve problems independently or in cooperation with others, are aimed to improve the skills to operate with knowledge, to develop the intellectual abilities of children.

Currently, there is a wide variety of interpretations of the terms “intelligence” and “intellectual abilities” (G. Gardner, M. A. Kholodnaya, N. N. Moiseev). The most common is the concept of intelligence as “the ability to carry out the process of cognition and to effectively solve problems, the ability to plan, organize and control one’s actions to achieve the goal.”

Essential for understanding the intellect and intellectual abilities are such personality traits as the desire for new knowledge and deep understanding of everything that aroused interest; the ability to use existing experience and separate the main from the secondary; logic, criticality, breadth and creativity of thinking; the ability to generalize, abstract and find patterns; learnability.

In today’s world, the problem of becoming a creative person who is able to independently replenish knowledge, extract useful things, and realize their own goals and values ​​in life is very relevant. This can be achieved through cognitive research activities, since the child’s need for new experiences underlies the emergence and development of inexhaustible research activity aimed at understanding the world around. In the presented program, the emphasis is placed on cognitive research activities, which are aimed at obtaining new and objective knowledge.

One of the significant areas of cognitive research activity is children’s scientific and technical creativity, and one of the most innovative areas in this area is educational robotics, which combines classical approaches to studying the basics of technology and information modeling, programming, and information technology.

The comprehensive program “Development of educational robotics and continuous IT education in the Russian Federation” (No. 172-R of 01.10.2014) defined a number of tasks focused on preschool and primary levels of education. Among them:

• popularization of educational robotics and scientific and technical creativity as forms of leisure activities for students of preschool, general and additional education organizations;
• technical equipment of organizations of preschool, general and additional education for children, implementing programs to study the basics of robotics, mechatronics, IT and scientific and technical creativity of youth;
• improvement of the system of self-study in the implementation of programs of preschool, general and additional education for children;
• improving the efficiency of using interactive technologies and modern technical teaching aids;
• improving the mechanisms of public-private partnership in the system of preschool, general and additional education.

These tasks are designed to develop in the child such structural elements of information competence as the formation of information processing processes; formation of motivational motives and value orientations; understanding of the principles of operation, capabilities and limitations of technical devices designed for automated search and processing of information; communication skills, the ability to communicate; ability to analyze their own activities.

The essence of scientific and technical creativity lies in the application of scientific achievements to create technical products that meet specified requirements. The basic method of technical creativity is design, that is, the creation of a new one from a set of already existing, ready-made elements, although recently elements of design activity have been introduced into technical creativity.

There is a technological revolution going on right now. High-tech products and innovative technologies are becoming an integral part of modern society. If in developed countries there are many regional and national projects to attract children to scientific and technical creativity, to increase its attractiveness and status, then in our country with the disappearance of the system of circles of young technicians, modellers and designers, children’s technical creativity has declined. At present, the system of technical creativity of children of preschool and primary school age is being revived, taking into account the requirements of the time. There are investments in the creation of children’s technology parks. New state educational standards require the introduction of modern technologies in the educational process. However, the designation of the problem does not say anything about how exactly the technical creativity of preschoolers and younger schoolchildren should develop.

An attempt to develop intellectual abilities in regulated classes in kindergarten and lessons in elementary school is ineffective, since higher levels of competencies require independence, responsibility in solving non-standard tasks, which is poorly achievable within the traditional model of education. Only a fundamentally new construction of the educational environment, an integral part of which is the developing object-spatial environment, can answer this challenge.

Therefore, the purpose of this partial modular educational program “STEM education of children of preschool and primary school age” is to develop the intellectual abilities of children of preschool and primary school age by means of STEM education.

If you decipher this abbreviation, you get the following: S – science, T – technology, E – engineering, M – mathematics: natural sciences, technology, engineering, mathematics.

That is why today the STEM system is developing as one of the main trends. STEM education is based on the application of an interdisciplinary and applied approach, as well as the integration of all four disciplines into a single scheme.

From the address of the President of the Russian Federation V.V. Putin to the Federal Assembly of the Russian Federation on March 1, 2018: “Today, knowledge, technology, and competencies are the most important competitive advantage. This is the key to a real breakthrough, to improving the quality of life. In the shortest possible time, we need to develop an advanced legislative framework, remove all barriers to the development and widespread use of robotics, artificial intelligence, unmanned vehicles, e-commerce, and big data processing technologies.” These words actualize STEM education and emphasize its advantages, namely:

1. An integrated approach to solving modern problems based on the interpenetration of various areas of natural sciences, engineering creativity, mathematics, digital technologies, etc. This integration is based on the project method based on cognitive and artistic search and having a specific real product in as a result of activity.
2. Adaptation of children, starting from preschool age, to the modern educational environment at all levels of education. In the context of the continuity of all levels of the educational system of the Russian Federation, all components of the educational environment – content, technology, subject-spatial content, material and technical support – are successive in the logic of age-related opportunities and content complication.
3. The development of intellectual abilities in the process of cognitive research activities and involvement in scientific and technical creativity is aimed at developing not only competencies specific to these types of activities, but also a comfortable sense of self in the modern world, creating conditions for a high quality of life in the future.
4. The development of critical thinking is seen as a three-stage process aimed at the formation of:

• skills to get the necessary information;
• skills to analyze it;
• skills to apply the information received in practice.

5. The formation of teamwork skills in synthesis with the individualization of education lies in the ability to:

• combine individual intelligent algorithms to achieve common goals;
• negotiate, ask questions correctly, argue with logically sound facts, etc.,

that is, it forms a culture of discussion and the skill of “sublimated conclusion”. The overall positive result forms self-confidence and a sense of teamwork efficiency.

In addition, in the process of collective activity, a value attitude is brought up both to the process and to the results of labor, both of the general and of each participant.

6. Primary propaedeutics of a number of professions and specialties of the 21st century, including: specialists in the field of information technology, including information security, who are able to work with a large amount of operational information; analysts, engineers and operators of electronic computing systems; specialists of engineering industries; specialists in the field of robotics, automation, nuclear physics, radiochemistry, safety and non-proliferation of nuclear materials; military professions where technical knowledge from different areas is required.
7. Development of interest in technical creativity. STEM education is designed to revive the system of sections and circles of “young technicians”, based on the natural interest of children in technical design and modeling.

It is important that these types of activities are based on the child’s research experience acquired in kindergarten, so that the natural-scientific picture of the world is formed on the basis of a system-activity approach and is based on knowledge gained through experimentation.

In this program, the child explores the world around him through play and experimentation with objects of animate and inanimate nature. Methodological materials provide a link between living beings and robots, motivating the child to move from the game and children’s experiment through design and exciting technical and artistic creativity to the design and creation of robots – models resembling objects of the living world. The basics of programming and the use of sensors lead the child to desire to endow these creatures with sight, hearing and logic. This is a very exciting process that can become a motivational core until graduation and getting your favorite specialty: engineer, programmer, designer, scientist.

STEM thus becomes an addition to the compulsory part of the main educational program (BEP). In the main educational program for preschoolers, especially in the part developed by the participants in educational relations, the demanded content is mobile and dynamically implemented, which meets the interests and priorities of the modern preschooler.

STEM programs for elementary school students are focused on increasing their interest in regular lessons, where they receive basic knowledge from various fields of science and technology. In extracurricular activities, students apply the knowledge they have already acquired and supplement it with the skills obtained in experimental practice.

8. Formation of the foundations of security, both one’s own (in the process of interaction with the outside world) and the security of the environment, which directly depends on human activity, understanding technocratic risks, the impact of technological development on the environment and the state of the planet as a whole. Particularly relevant is the question of the possible impact of robotization on the fate of mankind.
9. Creation of conditions for the identification and further support of gifted children with extraordinary thinking and showing special abilities and desire for scientific and technical creativity.

Note that these advantages provide amplification of child development, “a necessary condition for the versatile upbringing of the child” (AV Zaporozhets). The significance of the richness of opportunities in the early stages of child development is especially great. This is a means of overcoming his one-sidedness, revealing inclinations and abilities. In accordance with the theory of A. V. Zaporozhets, the STEM education program involves the maximum enrichment of specific forms of children’s activities: games, cognitive research, design, artistic and aesthetic, and also provides the opportunity for children to communicate productively with each other, with teachers and parents for a full-fledged development of the intellectual abilities of each child.

This partial modular program “STEM-EDUCATION OF PRESCHOOL AND PRIMARY SCHOOL AGE CHILDREN” determines the content and organization of the educational process for preschool children in the studio-circle, and junior school – in extracurricular activities. This content can also supplement the mandatory part of the main general education program.

Structurally partial modular program “STEM-EDUCATION OF CHILDREN OF PRESCHOOL AND PRIMARY SCHOOL AGE” is presented in the integration of educational modules indicated on the diagram.

Implementation of educational modules in the priority activities of children of preschool and primary school age

• Game.
• Design.
• Cognitive research activity.
• Educational activities.
• Various types of artistic and creative activities.
• Mastering XX Technology! century (elements of programming and digital technologies).

Each module is aimed at solving specific tasks, which, with their complex solution, ensure the implementation of the goals of STEM education: the development of intellectual abilities in the process of cognitive research activities and the involvement of preschool and primary school children in scientific and technical creativity.

The Program provides conditions for the development of intellectual abilities in accordance with the age and individual characteristics of the child. Starting with sensory perception through visual-figurative and verbal-logical thinking (“F. Froebel’s didactic system”, “Mathematical development”, “Experimenting with animate and inanimate nature”), the prerequisites are created for the scientific and technical creativity of children, during which they receive and apply the knowledge of algorithmization, design and programming and conduct project activities (“LEGO-construction”, “Animation studio “I create the world”, “Robotics”).

The activity of an adult is aimed at ensuring that the child accepts the general scheme of action, feels the connection between educational modules, the meaning of each link in the general system of action, the hierarchy of secondary and main goals. In this case, the child acquires the ability to act “in the mind”, which is the most important condition for the development of intellectual abilities.

The content of each module is divided into two parts: for preschool children and for younger students. Within each part, the content is differentiated, taking into account the specifics of the educational module and the age of the pupils.

Achievement of the set goals is carried out in activities specific for children of this age, such as playing, designing, cognitive and research activities (including scientific and technical creativity), various types of artistic and creative activities (design, creating cartoons, etc.) . These types of activities organically include the development of technologies of the XXI century (elements of programming and digital technologies).

Read full program…

advantages and disadvantages, free education

A few years ago I came to study in China, and this country fell in love with me. So I decided to stay in it. Many Russian students study here, and many Russian families with children live here. And all of them have the opportunity to send their children to school and kindergarten. Recently, Russia has been actively maintaining economic ties with China, making it quite easy for Russians to come here to study. And in this article I will tell you how to do it.

Now the country’s authorities have built a clear system of education, starting with preschool education. And it is strictly controlled by them. Among its main advantages are the following:

1. Affordable cost of education Basically, it is equal in cost to Russian universities, and sometimes it can be even lower.
2. Low cost accommodation . Students do not have to spend a lot of money on food and housing. Therefore, additional costs are a small item of expenditure.
3. Scholarship opportunity . In this country, there are a number of scholarships that foreign students can receive.
4. Accommodation in comfortable hostels that cannot be compared with the level of Russian hostels . Here you can find single rooms for accommodation. Almost all hostels have their own gym and dining room. Therefore, students are provided with all the conditions necessary for a comfortable life in a foreign country.
5. Job opportunity . The state allows students to take temporary jobs. Therefore, most of them find a job in order to have extra money. It is especially easy to find an employer in large cities.
6. Employment after graduation . Almost all graduates find jobs. At the same time, they are equally well received in international and Chinese companies. And the Chinese themselves consider it prestigious to employ a European. And this is beneficial for them, because they all have knowledge of the English language, which means they can be useful in negotiations with foreign contractors.

As the main serious disadvantage, I can only cite the need to learn Chinese. It is really difficult to write and read hieroglyphs. But living in China for a long time, you still learn how to speak it with the locals.

China’s education system

The government annually sponsors China’s education system, so a very high-quality training of specialists in various fields is now being carried out here. The training system itself is represented by the following levels:

1. Preschools that help children get ready for school.
2. Primary school education . At this stage, children are taught to read and write, as well as develop their horizons.
3. Secondary education . It is considered mandatory, so all Chinese receive it.
4. Second degree education . At this stage, a teenager can already decide on his future profession.
5. Higher education . It allows you to become a highly paid specialist in the chosen industry.

I came here to get higher education. And she met many Russian families who moved to live in China, and their children continued their education in Chinese schools. It is now enough for Russians to simply get a higher education in China, as well as arrange their children in a regular school.

Pre-school education

The Chinese begin to accept children in kindergartens only from 3 years old, as they believe that only by this time the child is emotionally mature for learning. And all children under 3 years of age are brought up in a family. All kindergartens are provided to children free of charge, as they are completely state-owned. There are a small number of private gardens, but they do not differ significantly from the public ones, so few children go to them.

Since childhood, the Chinese teach children to know their personality and help shape their character. Education is mainly done in the form of a game. In the same way, children are presented with information about the world around them.

School

Children come here when they are 6 years old. The initial stage of education is the development of the general outlook of the child. He also learns to read and write here.

Secondary education is represented by two degrees. And each of them has a certain technique. It begins to receive after reaching the age of 13. At this stage of education, the main subjects become: chemistry and physics, as well as special attention is paid to foreign languages, geography.

At the transition to the second level, teenagers already have to choose where they will enter. There is a choice of several types of institutions:

• professional schools , where students learn the specifics of various professions;
• secondary specialized institutions , they continue training for various types of professions;
• technical schools , they begin to teach the basics of certain professions.

Here teenagers are helped to choose their future specialization. Education here lasts from 16 years and lasts 3 years. After completing their studies, each graduate receives a certificate. With it, he can enter the university corresponding to the chosen specialization in order to become a specialist in this direction.

Higher education

This stage of education is given the most attention, since the level and quality of training of future specialists depends on higher education. Universities receive the largest amount of public investment.

Education starts here in the fall, just like in Russia. But documents for admission must be submitted in February, because the applicant will need time to prepare for the upcoming studies. Many universities do not require entrance examinations, and the competition is arranged according to grades in the school certificate. Upon admission, you will also need a certificate confirming sufficient knowledge of the English language.

An applicant can choose a Chinese study program, but most foreigners prefer not to complicate their lives and study in English.

Many universities test English knowledge upon admission to them, regardless of the presence of a special certificate. And these tests are much more difficult than those that are required to pass to obtain a certificate.

Higher education is represented by 3 scientific degrees, as in Europe:

1. Bachelor’s degree , this degree is granted after passing the minimum compulsory education for 5 years. An important condition is admission here until the age of 25. After this period, higher education will not work.
2. Master. For admission, you will need to have 2 letters of recommendation. They must be issued by any 2 professors with whom you previously studied. Obtaining a master’s degree is possible only with knowledge of Chinese. You can enter here only if you successfully pass the exams. The duration of study does not exceed 3 years. It also has an age limit of 40 years.
3. Doctorate . You can get it only with a master’s degree. In addition, you will need to provide 3 letters of recommendation. They must be obtained from the professors who taught you in the master’s program. You will need excellent knowledge of Chinese. The total period of study will be from 1 to 3 years. It directly depends on the future profession. You can also enter here until the age of 40.

There are no exceptions for international applicants. Therefore, if you plan to get higher scientific degrees, you will have to carefully study the Chinese language.

In my personal experience, most international students are content with a bachelor’s degree. This diploma allows you to find a highly paid job due to good knowledge of the English language. The Chinese take European people to work with great pleasure, as it is considered prestigious, and also brings success to the company. At least they believe it.

Free education

One of the main advantages of studying in this country is the opportunity to receive free education. There are many different programs in China that allow students to offset their tuition costs. In itself, higher education for foreigners is paid. Therefore, in any case, you will have to pay the full cost of training specified in the contract. But then students can prove themselves in their studies and qualify for a good scholarship. There are 4 types of payments to students:

1. Government, it provides for payments from the state budget.
2. Confucius Scholarship – paid only at Confucius universities. And only especially distinguished students in knowledge of the Chinese language can get it.
3. Mayor’s, they are paid from the budget of the city where the university is located.
4. University, appointed by the universities themselves and paid from the fund of the university itself.

Scholarships are awarded for one academic year. In the future, a competition is again held among students and a scholarship is awarded to the best.

When I was a student, in my fourth year I was awarded a university scholarship. Its size directly depends on the number of students studying at the university and the cost of education in it. Since the budget of the university consists of these funds.

You can learn more about the possibilities of free education from the presented video.

Documents

For admission after the 11th grade of the Russian school, you will need to submit the following package of documents to the selected university:

1. Application. Each university provides its own application form. In most cases, you can find the electronic version on the official website of the university.
2. Letters of recommendation. They must be compiled by your school teachers from the last place of study. It is advisable to have 2-3 letters with you. If they are in Russian, be sure to make them a notarized translation.
3. A copy and the certificate itself. They also need to be notarized and translated.
4. Motivational letter . In it, you must independently state the reasons why you chose this particular university. Such a letter must be written by the applicant himself. It is written in English.
5. Documents confirming the financial condition of the applicant. He must prove that he has funds in his account in order to pay for education, and also to live in this country.
6. A certificate confirming your knowledge of the English language.
7. Photocopies of parents’ passports. They are required only in cases where the applicant is under 18 years of age at admission.
8. Portfolio. Not all universities require it, but it is better to draw up this document.
9. Medical certificate. It must indicate the absence of dangerous diseases.
10. Photos in the amount of 4 pieces. The size must be the same as on the international passport 35 by 45 mm.
11. Foreign passport. It must have a long validity period to last for the duration of the training.

When entering the university, each student has the right to count on a place in a hostel. This rule also applies to international students. The average cost of living in such a hostel per month is 8-10 dollars.

Recommendations

If you are thinking about studying abroad, then China is the perfect place to do it. I recommend you:

1. Before entering, be sure to learn English , as you will be studying in it. You will need not only to obtain a certificate, but also to pass entrance tests for knowledge of the English language.
2. Apply early, admission starts in February.