Why More and A lot of States Are Beginning to Pay Greater Attention to Early Childhood Education Programs
Just a few years back, terribly few state education departments in the USA showed any willingness to devote their attention and resources to early childhood education programs. In those days, most of the attention would be focused on elementary, secondary and school teaching programs, leaving the first childhood system largely uncared for. The reasoning behind this was quite straightforward: that early childhood education didn't matter, and that resources would be better spent if dedicated to the higher education systems (where output is usually a lot of tangible and hence additional quantifiable).
Fast forward to nowadays, and we tend to see a lot of and states devoting considerable resources and attention to the first childhood education system. There are a variety of ways in which through which this is often manifesting. We are, as an example, seeing more and a lot of childhood education centers being built in low income areas, to encourage folks who would not otherwise place their children through ECD to try and do so. Several state governments also are employing additional and more early child educators. And supervision for early kid educators, even those not in the govt payroll, is being tightened, to make sure that it's a quality education they are giving kids. In several states, we tend to are increasingly seeing folks aiming to become early child educators being put through licensing processes. And more often than not, one of the conditions for licensure is that the person should have a smart understanding of early education techniques - with quite a smart number requiring aspiring ECD teachers to possess degrees in the discipline.
Therefore, the question that comes up is on why more and more governments are paying nearer attention to early childhood education.
And whereas several factors can be seen as being the trend where a lot of and more state governments are paying nearer attention to early education, it turns out that their efforts in that regard are principally being informed by findings from education research. Those are findings to the effect that the quality of childhood education someone gets is one of the key determinants of that person's instructional achievement over a lifetime. This is where it emerges that individuals who receive smart quality early education tend to go on to become academic achievers, with folks who receive poor quality early childhood education (or no ECD the least bit) going on to become non-achievers education-wise, no matter their natural abilities. The mechanism via which this trend manifests, it appears, is via the actual fact that it's in the ECD system that 'attitudes to learning' are developed. It follows, then, that good ECD would develop smart attitudes to learning in learners, whereas poor ECD makes them averse to learning.
Governments are increasingly turning into attentive to the fact that although the results of early education may not be directly quantifiable, childhood education still incorporates a terribly huge impact on the rest of the education system over the years. Therefore, they become aware to the fact that devotion of resources and attention into the first childhood is, in fact, an investment into future success for the (whole) education system. Conversely, it's currently widely understood that neglecting childhood education would do the entire education system a lot of hurt in the longer run. That might be happening as students with poor attitudes to learning (due to poor early childhood education) bear the system, and most likely come out of it while not attaining their fullest potential.
Author Resource:
Debbie Rice has been writing articles online for nearly 2 years now. Not only does this author specialize in Early Childhood Education, you can also check out latest website about
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