Enhancing the quality of young children's live is now a concern among politicians and educators.
In-depth observational research in U.S. elementary school classrooms, led by Robert Pianta at the University of Virginia, suggests that only 10% of poor children experience high-quality instruction consistently throughout the elementary years. The same studies show that only 7% of all children have consistently stimulating classroom experiences when both emotional and instructional climate are taken into account (Guernseyis & Meadis, 2010, p. 69). Policymakers have held a notion of being in full control of school guidelines, developing formal curriculums and choosing how teacher teach the lesson to students. Therefore, the purpose of preschool
In-depth observational research in U.S. elementary school classrooms, led by Robert Pianta at the University of Virginia, suggests that only 10% of poor children experience high-quality instruction consistently throughout the elementary years. The same studies show that only 7% of all children have consistently stimulating classroom experiences when both emotional and instructional climate are taken into account (Guernseyis & Meadis, 2010, p. 69). Policymakers have held a notion of being in full control of school guidelines, developing formal curriculums and choosing how teacher teach the lesson to students. Therefore, the purpose of preschool