Blackwell Reference Online

Extract

During the past decade there has been a steady increase in scientific evidence that establishes the undeniable importance of the early years in human development (see Shonkoff, & Phillips, 2000 ). This evidence is particularly strong with respect to school readiness for children from families of limited education and low income ( Ramey & Ramey, 1998 ). Language and literacy skills and their relation to other aspects of child development have been identified as key areas for further scientific concern and systematic policy formulation ( Hart & Risley, 1995 ; Lyon, 2002 ). A series of experimental trials using early childhood education, family support, and pediatric care has demonstrated that high-risk children can be prepared for initial success in school. When this increased school readiness is coupled with adequate school programs the initial positive effects persist into adolescence and adulthood. The magnitude of the effects produced by various preschool interventions is systematically related to characteristics of the preschool programs themselves ( Ramey & Ramey, 1998a ). Important program characteristics include (1) having a well-specified curriculum, (2) having programs of a half-day or longer, (3) beginning early in the child's life and developing a strong communication pattern between adults and children, and (4) focusing on cognitive development as well ... log in or subscribe to read full text