preschool

(prē'skūl')
adj.
Of, relating to, intended for, or being the early years of childhood that precede the beginning of elementary school.

n. (prē'skūl')
A school for children who are not old enough to attend kindergarten; a nursery school.

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Definition

Preschool is an early childhood program in which children combine learning with play in a program run by professionally trained adults. Children are most commonly enrolled in preschool between the ages of three and five, though those as young as two can attend some schools. Preschools are different from traditional day care in that their emphasis is learning and development rather than enabling parents to work or pursue other activities.

Description

Before 1960, the education of young children was primarily regarded as the responsibility of families within the home. As of 2004, most young children in the United States spend some portion of their days apart from their parents. Most attend some sort of center-based program prior to kindergarten. In 2001, 52 percent of three- and four-year-olds were in a nursery school or preschool program. The enrollment rate for four-year-olds in 2001 was nearly the same as the enrollment rate for five-year-olds in 1970. There are several factors influencing this dramatic change, including a rise in the numbers of mothers working outside the home, a decline in the size of families (leading more parents to turn to preschools as a social outlet for their children), and a growing desire to give children a head start academically. The higher the income and educational level of the parents, the more likely it is that a child will attend preschool. This correlation remains true in spite of increasing governmental support for programs targeting children in low-income households.

In addition to being called preschool, these programs are known by other names, including child care, day care, and nursery school. They vary widely in their setting, format, and educational philosophy. Preschools may meet all-day or half-day, either every day or just a few days per week. They may be sponsored by a church, operate as an independent non-profit, or run for profit. They may be part of the public school system or part of the Federal Head Start program.

Types of Preschool Programs

PRIVATE PRESCHOOLS. Private preschools operate as for-profits, independent nonprofits, and programs sponsored by religious organizations. Most are part-day programs. Some so-called lower schools are affiliated with private schools and maintain an educational philosophy in accord with the parent institution. Though the margin is small, private preschools still claimed the majority of total preschool enrollment in 2001. The educational quality of private preschools varies from program to program. Regulation is primarily by state child care agencies, but the arrangement varies from state to state.

HEAD START. Since 1965, the federal Head Start program has provided free education for young children in many low-income families across the United States. In 2000, Head Start served 11 percent of all three- and four-year olds in the United States. In 2001, Head Start reported enrollment of over 900,000 children, at a cost of roughly $7,000 per child. Head Start programs are available in all 50 states and are offered in a variety of formats, including both all-day and half-day programs. Some of them are held at the public school the child will eventually attend.

Since its inception, there has been debate about Head Start's effectiveness. Research has shown that children enrolled in Head Start enjoy immediate, measurable gains in cognitive test scores; however, researchers disagree as to the long-term impact. Some research has shown that Head Start has long-term effects on academic ability and success that do not fade over time. These effects include: persistent gains in achievement test scores, fewer occurrences of grade retention, and less placement in special education programs. Other long-term benefits include higher high school graduation rates and decreased crime and delinquency rates. As adults, Head Start graduates are more likely to get better jobs and earn more money. On the other hand, some experts believe the research shows that disadvantaged children in Head Start start off a step behind and never catch up. One of the primary concerns about the program is with its teachers, who only subsequently were required to have a two-year degree and who made less than half the average salary of a public school teacher. To help determine Head Start's effectiveness, a research project called The National Head Start Impact Study was underway as of 2004. It intends to follow between 5,000 to 6,000 preschool aged children through 2006 to determine if Head Start is effective and how Head Start works best for children.

PUBLIC PRESCHOOLS. A growing number of states have started to fund preschool programs offered at public schools, called pre-kindergarten (or pre-K) programs. They may be administered by the local school board or by an independent contractor paid by the state. Like private preschools, they may operate for a full day or just half a day.

Most state-run preschool programs began like Head Start and focused their services on children with the greatest needs, either children with disabilities or children from low-income families. Most states in the early 2000s choose to have their prekindergarten programs serve children in low-income families or children who have other risk factors that place them at greater risk of school failure or educational difficulties. These risk factors may include having a disability, being a child of teen parents, or having limited proficiency in the English language. Georgia was the first state to have a universally available pre-K program, which was started in 1995. It is still the only state to make preschool available to all students. Other states, including West Virginia and Florida, are making long-term plans to move toward universal prekindergarten.

Research tends to find that public preschool programs (public schools and Head Start) exhibit a greater effect on children than do private preschools. One of the reasons is public school programs provide the same quality of services whether children are rich or poor, while private provider quality is lower for children from lower-income families. It may be an issue of getting what a parent can pay for. Most of the long-term research on the effects of preschool focuses on low-income children. There is very little data on any long-term benefits for middle-class children.

Qualities of a Good Preschool

According to the National Institute for Early Education Research, the types of teaching activities and classroom emphases that contribute to a high-quality early education for children include the following:

• opportunities to learn persistence when working at tasks, direction following, and good listening skills
• focus on language and literacy skills, as well as interactive book reading
• emphasis on teaching children problem-solving skills
• helping children expand their knowledge and increase their vocabulary
• opportunities to learn beginning skills involving the alphabet, numbers, and spatial awareness
• focus on scientific thinking skills as well as information about the everyday environment, the world, and how things work
• emphasis on teaching early literacy and mathematics through a variety of activities and projects
• opportunity for preschoolers to engage in music, art, and dramatic play
• educational program in which parents are involved and have opportunities to watch and take part in classroom activities

Advantages of Preschool

Many children who attend high-quality preschool programs have their lives changed for the better. In the first five years of life, children acquire the basic capabilities that prepare them for later success in school and life. Many studies show that high-quality preschools improve achievement, behavior, and school readiness for economically disadvantaged children. Follow-up research with these same children shows that they earn more money, experience more stable home lives, and become more responsible citizens than they would have if they had not attended preschool. Children who attend preschool are better prepared to enter kindergarten, both academically and socially. Whatever their format, preschools offer parents and children typical benefits. A good program can help children develop their gross and fine motor skills, improve their language and communication abilities, and exercise their creativity.

Disadvantages of Preschool

The greatest academic and social progress seen in preschools is in children from deprived backgrounds. However, few programs have the quality necessary to bring about the benefits promised. The costs of a high-quality program can be far greater than the costs of education at some public universities. Most children in preschool, however, are not disadvantaged, and some researchers believe the same gains can be had at home by providing educational toys, games and books for the child. In some preschools, the emphasis on groups might mean that children will not receive the individual attention they require. This is a particular risk if the preschool does not follow the National Association for the Education of Young Children's recommended teacher-to-child ratio of no more than ten preschoolers per staff member. One-on-one instruction is an advantage parents will not likely find in any preschool. Opportunities for playing with other children exist in churches, clubs, and other outlets, where the child can learn social skills. Some believe that what children need most is lots of play and free time and close interaction with their parents, something that may be compromised if the child is away from home for long periods of time. Another disadvantage is that some children experience acute separation anxiety, indicating that they are not yet ready to make the transition to the preschool environment. Many programs also expect the child to be toilet-trained, a milestone that not all children have achieved at the preschool age.

Common Problems

When selecting a preschool for their child, parents should be aware of certain problems or warning signs that might make them decide to look at a different preschool provider. These problems or warning signs may include:

• negative reactions from other parents
• inattention to established rules and regulations (Schools should have clearly established written guidelines for everything from operating hours to managing emergencies.)
• lack of a sick-child policy (The preschool should require both staff and children to have current immunizations and regular checkups.)
• indicating they are hiding something, schools that balk at parents dropping by unannounced
• schools that either have no structure whatsoever or a structure that is inflexible
• lack of age-appropriate activities and toys
• an underqualified staff
• large class sizes
• dirty, unsafe facilities
• an expired license
• schools that promise to put a child on an academic fast track (These highly structured, intensive preschool academic programs create inappropriate expectations from children and may cause emotional stress.)

Parental Concerns

Parents considering sending their child to preschool should investigate several different ones and consider many factors before choosing one. However, parents should realize that in spite of the potential advantages, preschool may not be for every child. Parents can be assured that there are alternative ways of introducing their child to early academic skills and social activities.

Resources

Periodicals

Barnett, W. Steven, and Jason T. Hustedt. "Preschool: The Most Important Grade." The First Years of School 60 (April 2003): 54–57.

"Early Assessments Show Children Make Head Start Gains at Age 4." Report on Preschool Programs 36 (July 14, 2004): 107.

Organizations

National Institute for Early Education Research. Rutgers, The State University of New Jersey, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Web site: www.nieer.org.

Web Sites

Barnett, W. Steven, et al. "The State of Preschool: 2003 State Preschool Yearbook." National Institute for Early Education Research,2004. Available online at (accessed December 11, 2004).

Kafer, Krista. "A Head Start for Poor Children?" The HeritageFoundation, May 4, 2004. Available online at www.heritage.org/Research/Education/bg1755.cfm (accessed December 11, 2004).

Moffatt, Gregory K. "Child's Play." The Citizen, July 2002. Available online at www.mpsconsultations.com/702.htm (accessed December 11, 20040).

"Signs of a Bad Preschool." Babycenter.com Available online at (accessed December 11, 2004).

[Article by: Deanna M. Swartout-Corbeil, RN]

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For a list of words related to preschool, see:

• Schools and Classes - preschool: day-care or nursery school instruction for children prior to entering kindergarten

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Dansk (Danish)
adj. - forskole-
n. - forskole

Français (French)
adj. - préscolaire
n. - préscolaire

Deutsch (German)
adj. - Vorschul...
n. - Vorschule

Ελληνική (Greek)
adj. - προσχολικός

Italiano (Italian)
prescolastico

Português (Portuguese)
adj. - pré-escola

Русский (Russian)
дошкольный

Español (Spanish)
adj. - preescolar
n. - preescolar

Svenska (Swedish)
adj. - förskola

中文（简体）(Chinese (Simplified))
幼儿园的, 幼儿园

中文（繁體）(Chinese (Traditional))
adj. - 幼稚園的
n. - 幼稚園

한국어 (Korean)
adj. - 학령미달의, 취학전의
n. - 보육원, 유치원

日本語 (Japanese)
n. - 幼稚園, 保育園
adj. - 就学前の, 小学校入学前の

עברית (Hebrew)
adj. - ‮נוגע לתקופה בה הילד קטן מכדי ללכת לבי"ס‬
n. - ‮גן-חובה‬

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