Universal preschool, in my opinion, would begin the journey to narrowing the gap of educational disparity between economically disadvantaged children and children who have the financial means to attend private preschool programs. Studies have proven that children’s earliest years are crucial for developing school readiness. Without a strong foundation of early learning, many children start school with a deficit, and teachers spend years trying to help these children catch up (Doggett & Wat, 2010). I believe state funded prekindergarten programs would increase the quality of preschool teachers. The pay for head start teachers is near minimum wage thereby resulting in lower quality education output as well as high turnover in staff. Universal
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I agree with Froebel’s assertion, “Each child at birth has within her or him a spiritual essence, a life force, that seeks to be externalized (Gutek, 2005).” As we develop the cognition of my grandson, the essence of his spirit is externalized. Even the doctors have admitted they cannot explain his progress. His neurologist and orthodontic agree that we should all, “Allow God and Donovan to write their story.” What many view as simple play is actually the gift and occupation of a young child. Schools would do well to embrace the approach of Montessori education. I have always been a proponent of allowing children to learn through the natural occurrence of their environment. Montessori recognized the significance of early stimulation on later learning, especially its implications for socially and economically disadvantaged children (Gutek, 2005). The evidence is clear that children will learn. I believe it is up to educators and federal funding to make sure they learn lessons that will help improve their lives as they grow. Due to my grandson’s disability, he is afforded the opportunity to begin school at three-years-old. We have seen a marked improvement in his cognitive development as a result. One can only wonder what would be the result of expanding this program to include “all”
I agree with Froebel’s assertion, “Each child at birth has within her or him a spiritual essence, a life force, that seeks to be externalized (Gutek, 2005).” As we develop the cognition of my grandson, the essence of his spirit is externalized. Even the doctors have admitted they cannot explain his progress. His neurologist and orthodontic agree that we should all, “Allow God and Donovan to write their story.” What many view as simple play is actually the gift and occupation of a young child. Schools would do well to embrace the approach of Montessori education. I have always been a proponent of allowing children to learn through the natural occurrence of their environment. Montessori recognized the significance of early stimulation on later learning, especially its implications for socially and economically disadvantaged children (Gutek, 2005). The evidence is clear that children will learn. I believe it is up to educators and federal funding to make sure they learn lessons that will help improve their lives as they grow. Due to my grandson’s disability, he is afforded the opportunity to begin school at three-years-old. We have seen a marked improvement in his cognitive development as a result. One can only wonder what would be the result of expanding this program to include “all”