Preschool in Our Academic System
The importance of pre-school education has been accepted differently by different societies in this modern world, where global competition has reflected in every walk of life. In olden days, children went to school at the age of five or six. The picture dramatically changed, when globalization started in the 1990s, which led children, to start their learning even at the age of three. Societies around the world have various reasons for sending their children to school early, which varied in their cultural, social, and economic status. The reasons are global pressures on educated and unemployed youth, increasing pace of technological advancements in every field especially in education, information and career. Accepting pre-school education has become a status symbol in some societies, while some countries are still not comfortable with the idea of preschool education for their loving children for not wanting to be on the competition too early. However, the early training of young ones and making them to prepare for the school education has its importance, when carried out under the proper systematic environment.
The history of pre-school education started very early days. In France, before they were officially called “ecoles maternelles” (nursery schools) – a name given then in 1848- they were known as “salles d’asile” (refuge rooms)(Mialaret, 1976). Since that time pre-school education has been considered a place where children can be kept under loving care of a particular teacher or care taker and at the same time learns some new things which makes him to understand about the growing world. In this context, pre-school education has served its purpose. It prepares a child for higher school education.
Thus pre-school education under systematically planned curriculum make children to develop his learning skills, emotional level, spiritual outlook and the attitude towards his own little colleagues. He practically becomes part of the larger society. In view of the increasingly rapid expansion of preschool education in a large number of countries, and as a result of the inclusion, during the 1970s, of nursery schools in the Unesco Associated Schools Project, education for peace has begun to attract the attention of teachers and teacher educators concerned with pre-school education (UNESCO, 1). Research has established that preschool education can produce substantial gains in children’s learning and development (Barnet, 2002; quoted in Barnett and Hustedt, 54-57). Poverty is sometimes so extreme that parents are forced to exploit even the youngest of their children by making them work or frequently, by sending them out begging (UNESCO, 27). This situation can be largely avoided by the government funded pre-school education. Such systems are seen successful in many developing countries and, many under privileged children have been brought up with dignity and purpose. Other long term benefits for pre-school education include increased high school graduation rates and decreased crime and delinquency rates (Barnett and Hustedt, 54-57). Many research studies have confirmed preschool’s positive effects on school readiness and school success, especially for our most disadvantaged children (Barnett and Hustedt, 54-57).
While supporting pre-school education strongly, every parent thinks differently in the developing world and some of them in developed countries also. They think that, sending their children too early out of home and, to an unknown environment might harm their children’s behavior and also feels anxious to be exposed to the unknown people. Many countries in Asia and Africa still are not very comfortable with the idea of pre-school education. They think that children below the age of five or six should be allowed to grow freely by interacting with other members of the family and learning from the nature. Such traditions still exist in countries like India. In Africa, where oral tradition is still very much alive, the saying goes that when an old person dies, a whole library goes up in to smoke (Miaralet, 1979). Most research on early education has focused on its effects on the IQ scores of economically disadvantaged children and has found few preschool programs that have produced lasting IQ score gains (Barnet, 1978; quoted in Barnett and Hustedt, 54-57). The increasing number of unemployed youth in third world countries and the nuclear families with small children in cities has depended on pre-schools more than the village based families. These busy parents also have had less time for evaluating the qualities of the pre-schools and thus leaving the children to much vulnerable conditions.
While evaluating the pros and corns of imparting pre-school education to our academic system, more scientifically supported surveys, like the one conducted by UNESCO in 1976 (Mialaret, 1976) insist for the need for an early education for children. The second point in The Declaration of the Rights of the Child, 1979 ( UNESCO ) clearly states that “the child shall enjoy special protection, and shall be given opportunities and facilities, by law and by other means, to enable him to develop physically, mentally, morally, spiritually and socially in a healthy and normal manner and in conditions of freedom and dignity”. This requires more qualitative approach from the authority of both governmental and the private pre-schools in every minor aspects of child’s education and psychology. This challenge will require high standards, greater accountability, and increased public funding (Barnett and Hustedt, 54-57). Because the society is handling with the future citizens of the society, who would be tomorrow decision makers for the country. So, that is why, Senator Zell Miller, the former Governor of Georgia, has called preschool “the most important grade” (Barnett and Hustedt, 54-57). It will be an investment for a long time, the life long investment in a child, who grow up as a powerful citizen, if proper care and education, preferably starting from a pre-school, can be given to him or her.
Our online custom essay writing company can provide you with 100% non-plagiarized custom written essays, research papers, term papers, thesis papers, dissertations, book reports, book reviews, speeches and other academic assignments at cheap prices. All custom papers are prepared by professional academic experts and writers. Feel free to order a high-quality custom written paper at AffordablePapers.com.
