Chapter 1 Quality Child Care: Today’s Growing Need
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The most widely reported research on the
effects of preschool comes from long-term
research conducted by the High/Scope
Foundation in Ypsilanti, Michigan. Children
from lower-income families who were enrolled
in a quality preschool program as early as the
mid-sixties have been followed into adulthood.
They have been compared with a similar group
of children who did not attend preschool.
Throughout the childhood and young adult
years, the impact of the preschool program was
clear. The children who attended preschool
were more likely to
• score higher on school achievement tests
• have less need for special education
classes
• stay in school until graduation
• get into less trouble with the law
• avoid becoming teen parents
• become gainfully employed as young adults
In general, attitudes toward school and skills for success in school were improved
by participation in a good-quality early childhood program. The children who partici-
pated in the research have now been studied through adulthood to age 40. The data
documents that society benefited over the 35 years of the study by a return of $17 for
every dollar invested in quality early care and education programs.
Other research has shown good programs also nurture creativity. They help chil-
dren develop positive social skills. They also provide opportunities for children to
develop thinking and problem-solving skills.
Concerned parents are looking for programs that provide positive experiences for
their children. Many community and government officials are also convinced about
the value of quality programs. Custodial programs, those programs that do nothing
more than keep children safe, are no longer considered acceptable. Serious efforts are
being directed toward improving the availability of good programs.
What Makes a Good Program?
Good programs for children have certain common qualities. They are planned to
meet the needs of children. Each of the following characteristics is important in plan-
ning a quality program, 1-4.
Trained Teachers and Staff
Good programs have good teachers! Good teachers understand stages of child
development and learning. They have had education that prepares them to work
with groups of young children. Training in child development, family and consumer
1-3 Good child care experiences can have posi-
tive life-long effects for children.