Stephanie M. Jones

A Vision for Universal Preschool Education: The Universal Preschool Movement

The term “school age” carries significant meaning in American society. The day a child walks through the schoolhouse doors marks an unforgettable benchmark for the young student and his or her family. Of course, the first day of kindergarten is not the first “teachable moment” the child has experienced. A vast amount of learning has preceded that eventful day. Knowledge, skills, and abilities have been acquired and practiced at home, in the playground, and – for the majority of children born in the 21st century – in child care settings. The difference between “preschool” and “school age”, then, is not really about teaching and learning but about where and how these activities take place, and who assumes responsibility for them. In the United States today, formal schooling is largely the responsibility of state and local governments. In most communities, children are eligible to enroll in the public education system when they are about five years old. Historically, it was not unusual for children to be admitted at younger ages. The first kindergartens in America commonly served children younger than five – for example, New York City schools admitted four-year-olds, and Bostons public schools enrolled toddlers as young as 22 months (Mitchell, Seligson, & Marx, 1989). Wisconsins state constitution has contained “a commitment to free education for four-year-olds” since the middle of the 19th century (Barnett, Hustedt, Robin, & Schulman, 2004, p. 170).

A Vision for Universal Preschool Education: A Whole Child Approach: The Importance of Social and Emotional Development

We are witnessing a renewed emphasis on teaching the basic skills of reading, writing and arithmetic. No one can deny the importance of a literate population – one in which everyone can read, compute and communicate. The introduction of departmentalization of reading, math and language specialists earlier and earlier in schooling and the emphasis on reading and math in kindergarten may seem commonsensible approaches. But this press for basics overlooks the time-continuity, the self-organization and the basic responsiveness and rhythm patterns of the child. We can teach a three-year old to read, but what do the displacement of time demanded and the shift from other experiences do to the long-term development of the child? (Gordon, 1976, p. 126) It may surprise some readers to learn that this statement was written some 30 years ago. It could easily have been written today. Literacy has become the buzzword not only in educational circles but in the halls of the United States Congress. In kindergartens and first-grade classrooms across the nation, arts and crafts and even recess are “out.” Practice with writing and all things related to words and spelling are “in.” After-school time that was once free for play and favorite activities is now occupied by homework for children as young as five and six years old. “Educational” toys and DVDs occupy increasing space on store shelves.

A Vision for Universal Preschool Education: Index

Decades of research point to the need for a universal preschool education system in the United States to help give our nation’s children a sound cognitive and social-emotional foundation on which to build future educational and life successes. In addition to enhanced school readiness and improved academic performance, participation in highquality preschool programs has been linked to reduction in grade retentions and school dropout rates and cost savings associated with a diminished need for remedial education and criminal justice services. This book brings together nationally renowned experts from the fields of psychology, education, economics, and political science to present a compelling case for expanded access to preschool services. They describe the social, educational, and economic benefits for the nation as a whole that may result from the implementation of universal preschool in America, and they provide guiding principles on which such a system can best be founded.

A Vision for Universal Preschool Education: Contents

Decades of research point to the need for a universal preschool education system in the United States to help give our nation’s children a sound cognitive and social-emotional foundation on which to build future educational and life successes. In addition to enhanced school readiness and improved academic performance, participation in highquality preschool programs has been linked to reduction in grade retentions and school dropout rates and cost savings associated with a diminished need for remedial education and criminal justice services. This book brings together nationally renowned experts from the fields of psychology, education, economics, and political science to present a compelling case for expanded access to preschool services. They describe the social, educational, and economic benefits for the nation as a whole that may result from the implementation of universal preschool in America, and they provide guiding principles on which such a system can best be founded.

A Vision for Universal Preschool Education: List of Contributors

Decades of research point to the need for a universal preschool education system in the United States to help give our nation’s children a sound cognitive and social-emotional foundation on which to build future educational and life successes. In addition to enhanced school readiness and improved academic performance, participation in highquality preschool programs has been linked to reduction in grade retentions and school dropout rates and cost savings associated with a diminished need for remedial education and criminal justice services. This book brings together nationally renowned experts from the fields of psychology, education, economics, and political science to present a compelling case for expanded access to preschool services. They describe the social, educational, and economic benefits for the nation as a whole that may result from the implementation of universal preschool in America, and they provide guiding principles on which such a system can best be founded.

A Vision for Universal Preschool Education: Acknowledgments

Decades of research point to the need for a universal preschool education system in the United States to help give our nation’s children a sound cognitive and social-emotional foundation on which to build future educational and life successes. In addition to enhanced school readiness and improved academic performance, participation in highquality preschool programs has been linked to reduction in grade retentions and school dropout rates and cost savings associated with a diminished need for remedial education and criminal justice services. This book brings together nationally renowned experts from the fields of psychology, education, economics, and political science to present a compelling case for expanded access to preschool services. They describe the social, educational, and economic benefits for the nation as a whole that may result from the implementation of universal preschool in America, and they provide guiding principles on which such a system can best be founded.