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Running head: THE IMPOTANCE OF PRESCHOOL EDUCATION FOR CHILDREN
The Importance of Preschool Education for Children Cognitive Development
Kenise Joseph
Indiana University Southeast
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THE IMPOTANCE OF PRESCHOOL EDUCATION FOR CHILDREN
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Abstract
It is necessary to reshape the way in which preschool education is approached. Children are
capable of a deep and complex understanding, even at the young age in which they attend
preschool. As such, the curriculum that is used to teach children in this stage of development
should be modified. The results of previous research are used to guide to a conclusion. An
examination of the literature in this particular topic can be used to promote a curriculum that are
crafted for preschool children. The literature focused on studies performed on children who were
in preschool, measuring the effects of this stage of education, the relationship with the parents
and the community.
THE IMPOTANCE OF PRESCHOOL EDUCATION FOR CHILDREN
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Engaging young children in a formal environment can indeed be beneficial for the
cognitive development of children, even though the practices are not as widely implemented as
one would think. When speaking about preschool education, it is expected of parents to have a
more lax approach to this stage in their children’s life. Unlike elementary and high school
educations, preschool education is still seen as less important or less vital to the development of
the children. One would be more willing to judge a parent who decided not to send their child to
the first grade than a parent who is skipping out on the preschool education.
Many benefits come with children who are given the opportunity to develop their skills
and knowledge in these settings. From the social to the technical, various fields of study can be
covered without giving the child the impression that they are being lectured. Likewise, it is also
possible to engage in activities that are both educational and fun for the students. It could be
argued that, because of preschool targets children at one of the most malleable points, education
for younger minds is vital to the social and cognitive development of a child under elementary
age.
Preschool offers an environment for younger children to develop sets of skills that are
necessary for their interactions in later life. The socialization of children, for example, should
start from a very early age. At home, children can socialize with their parents and the other
adults who frequent their environment. These interactions, however, are a bit limited in their
reach. With an adult, a child will always have to face a power-imbalance — this can be both
physical, as the grown-ups tend to be larger and stronger than the child, and psychological, as the
communication styles and thought processes of both groups can differ. It is essential, therefore,
that children are exposed to others within their age-group as early as possible. Interactions with
THE IMPOTANCE OF PRESCHOOL EDUCATION FOR CHILDREN
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peers will always be different than with authority figures, as the child might feel less intimidated
to act in a particular way. At the same time, these interactions can also be challenging, especially
as children grow up, and early exposure to the social environment could help children overcome
their hesitations or fears. It is also important to note, that parenting is more laborious to uphold to
a specific set of standards. Different levels of economic capacity will produce different parenting
outcomes, as not everyone will have access to spend the time that is required to educate their
children. That being said, parenting cannot be excluded from the overall formation of the child.
Parents should still have some participation, and if it is possible, aid should be provided to
parents to ensure that they have all the resources and knowledge to raise a happy child. With an
excellent parental base, kids can have an advantage in their development. Still, their development
should not be relegated only to this: “the provision of good quality preschool education from 3
years of age is likely to produce further benefits, particularly when the preschool center works
closely with parents” (Melhuish et al., 110).
It could be argued that socialization could also be achieved without needing to enroll children
in a formal education program. It is probably possible for children to be exposed to others in
their environments, be it a neighbor or the child of a parent’s friend. However, when it comes
down to the grittier aspects of social relationships, like handling conflict and reaching a
resolution, children should have some support from adult figures. Educators, in this regard, can
serve as the mediating force between two quarreling children, when they provide a guiding hand
to help them work out their problems. Through their examples, children can pick up on these
skills, without needing to have every concept thoroughly explained, when they analyze the
activity on their own. In this way, too, the critical thinking abilities of the child is promoted and
supported.
THE IMPOTANCE OF PRESCHOOL EDUCATION FOR CHILDREN
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Regarding the academic aspect of preschool education, the current curriculums by which they
abide can be indeed expanded to allow for more complexity and diversity into the topics
discussed. One of the fundamental ways of ensuring that preschool education is preparing the
children for later development is to enact curriculum standards that allow for a broadening of the
topics that are presented to children. Likewise, preschool curricula should focus on creating
dynamic activities that can engage the attention of children while also serving an educational
purpose. Through specific events, like a session of storytelling guided towards all the children
within a group, children could be exposed to these values without needing to pass them down in
a patronizing or stoic manner. Storytelling, beyond fostering empathy, can also help a child
develop critical thinking as “ preschool children might be asked to infer things such as a
character’s feelings about failing to achieve his or her goal. In a particular story episode, or to
predict possible things nature might try to do next to reach her or his intent.
From other school activities, like group projects or competitions can allow children to develop
their skills of cooperation, delegation and conflict resolution. It is also important to note that, by
promoting engagement with their peers, students can find themselves acquiring knowledge from
their more advanced peers. This method of obtaining information, though a bit more informal,
serves as an ongoing reinforcement of the topics that were covered in class. In this manner,
socialization can help expand the knowledge of children beyond the building of interpersonal
skills and practices.
One of the public misconceptions about preschool education is that it serves no concrete
purpose in the development of the child, as the activities that are associated with this level are
seen as trivial. To a certain degree, though, this criticism can undoubtedly hold some validity.
Unfortunately, because of the young age of the children involved, some institutions can make the
THE IMPOTANCE OF PRESCHOOL EDUCATION FOR CHILDREN
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mistakes of adopting curricula that would not correctly challenge the students. It is possible to
see organizations implementing poor quality programs that are not tailored to the developmental
progression of young children or applications that only contain small and intellectually shallow
content (Barnett & Hustedt, 2003). These approaches, rather than promoting the cognitive
capabilities of a child, just offer children temporary distractions while they are away from their
homes. If the proper curriculum is implemented, though, these flaws would no longer be present.
Though it is not expected of preschool education to provide students with vital or difficult
information, these topics can indeed be covered by the curriculum. Unfortunately, the way in
which one approaches the child’s brain can come from a significantly biased position. Popular
conceptions of children’s cognitive skills usually reduce them to less sophisticated versions of
adults, who are, to a given degree, incapable of understanding the topics that grown adults, or
older children, can learn to manage. Though it is true that one cannot hold children to the same
standards as teenagers or adults, it does not mean that they should be wholly excluded from
participation in fields that are deemed inappropriate for their age. Science and technology tend to
be the fields that one would be immediately wary of, labeling them as too complicated to be
understood by young children. However, this approach at education is a bit short-sighted. Instead
of claiming that an entire field of study is too complicated for an individual, educators should try
to make this information accessible. It would be difficult to explain to a child how the laws of
motion work in full detail, sure, but it is not impossible to tell the basic concepts in a way that
could be understood. In recent years, public and private enterprises have discovered that, unlike
what was once thought about a child’s learning capabilities, children are capable of learning
more content and content of higher complexity (Charleton, 401). In a different study, it was
THE IMPOTANCE OF PRESCHOOL EDUCATION FOR CHILDREN
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found that exposing children to environmental concepts and the principles of climate change, can
foster positive efforts attitudes for ecological conservation (Russo, 2002).
Even when it comes to scientific research regarding education, most of the studies tend to
focus on the opinions and feedback of older children. The limited focus that has been given to
younger students, particularly those who are at a preschool age, has allowed for skewed or
limited results regarding this demographic’s educational development. As a result, it is difficult
to find concrete data regarding the complexities of the understanding in young children.
“Fortunately, this trend has been reversing in recent” years.” In a recent study, young children
were interviewed about their ideas regarding their learnings about a particular subject. It was
found that “young children held sophisticated scientific understandings far more than what
would normally be expected by teachers” (Charleton, 401). If anything, this should be push
curriculum builders towards the inclusion of technical and scientific subjects.
Though there are probably some benefits to engaging a child in preschool education, popular
sentiments might still be the rigidity that is often associated with school systems could be
perceived as too intimidating or strict to allow an exciting development for the youngest kids.
The pressures that are related to academic life, also, can be seen as overbearing for young
children. If these concerns are approached from a systemic perspective rather than a personal
one, the validity of them cannot be discounted. While it is true that there is research that shows
that children can handle the topics that are added to their curriculum, it is entirely possible that,
in practice, these subjects are not covered in the best manner reasonable. Even an exemplary
curriculum could turn to be disfavorable if it is implemented with the wrong teaching techniques
or without tendencies that favor children (Hyson, 2002).
THE IMPOTANCE OF PRESCHOOL EDUCATION FOR CHILDREN
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Another concern, from a more emotional standpoint, is the possibility of the younger children to
be made uncomfortable from the separation from their parents. As addressed earlier, parental
participation in the children’s development during their preschool education could be stimulating
for the child. This would also serve to increase the amount of time that the children would spend
with their parents. The participation in these activities, beyond promoting intellectual growth,
could help to improve the bonds that exist between the parents and the children.
On another, more pragmatic note, there are concerns about the costs that it takes to
maintain these facilities. Currently, in the United States, three-fourths of young children in the
United States is involved in a preschool program (Barnett & Hustedt, 2003). Economically, the
expenses that are associated with keeping these programs alive can be seen as too draining to
support — though, it should be noted that in the United States financing for preschool programs
does not always come directly from the state, as individual organizations and communities have
taken to fund these processes independently (Barnett & Hustedt, 2003). Still, the investment,
even if substantial, can undoubtedly be worthy when the benefits are considered. The increased
cognitive productivity that the attendance to preschool provides students should be incentive
enough.
Preschool education should be promoted amongst parents and educators, to change the
misconceptions that might exist about the programs. Educators, though, need to work to
incorporate subjects and techniques that are suitable for the younger children. When it comes to
teaching preschool, “well planned, evidence-based curriculum, implemented “by qualified
teachers who promote learning in appropriate ways, can contribute significantly to” a positive
outcome for all children” (Hyson, 2002). It is imperative to focus on this development because of
the improvements that can come for children. Beyond improving their cognitive and social skills,
THE IMPOTANCE OF PRESCHOOL EDUCATION FOR CHILDREN
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preschool education can also serve to provide relief to the children and parents, if they live in a
conflictive area. For educators, preschool attendance also means a possibility of understanding
the thinking and understanding patterns of younger children, to have a better idea of how a
particular child development. For the kid’s further growth, this information would be incredibly
useful. Preschool, in the end, guarantees that those who attend will have an advantage over those
who do not. This should be reason alone to promote a sophisticated and well-rounded curriculum
that is built on the growth of children in mind, for younger children.
THE IMPOTANCE OF PRESCHOOL EDUCATION FOR CHILDREN
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References
Barnett, W. S., & Hustedt, J. T. (2003). Preschool: The most important grade. Educational
leadership. 60 (7), 54.
Charlton, H. (2003). Understanding our youngest scientific and technological thinkers:
International developments in early childhood science education. Research in science
education, Academic Journal, 33 (4), 399.
Hyson, M. (2002). Curriculum and assessment in early childhood programs. YC: Young
Children.
Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I. and Taggart, B.
(2008), Effects of the Home Learning Environment and Preschool Center Experience
upon Literacy and Numeracy Development in Early Primary School. Journal of Social
Issues, 64: 95–114. doi:10.1111/j.1540-4560.2008.00550.x
Russo, S. (2001). Promoting attitudes towards environmental education depends on early
childhood education. Investigating: Australian Primary & Junior Science Journal, 17 (4),
.34
Van Kleek, A. (2008). Providing preschool foundations for later reading comprehension: the
importance of and ideas for targeting inferencing in storybook-sharing interventions.
Psychology in the Schools, 45(7), 627-643. doi:10.1002/pits.20314
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