Early Childhood Education

Children’s early experiences significantly shape their subsequent academic success, intellectual growth, and self-esteem. Research on early childhood development has revealed that 75 percent of brain growth occurs before the age of 6 and that without sufficient mental stimulation, children may fail to develop the synapses that facilitate learning throughout their lives. Yet, all too often, parents lack access to affordable, high-quality early childhood education programs.

Children who receive high-quality early education are less likely to be held back a grade, less likely to need special education, more likely to graduate high school, less likely to be involved in crime and delinquency, less likely to become dependent on welfare, and more likely to earn more as adults. Early childhood education can be especially beneficial for low-income children—those children most at risk for school failure and least likely to have access to high-quality programs.

Research on early childhood development has revealed that 75 percent of brain growth occurs before the age of 6 and that without sufficient mental stimulation, children may fail to develop the synapses that facilitate learning throughout their lives. Today, more than 58 percent of all 3- and 4-year-olds are in pre-kindergarten, day care, nursery school, or Head Start programs. But many families still lack access to affordable, high-quality early childhood education programs.

Graduates of high-quality early learning programs are less likely to be arrested, less likely to be held back in school, less likely to need special education, and more likely to pursue higher education. The Abecedarian Project found that low-income children who received comprehensive, quality early childhood education intervention had higher scores on cognitive, reading, and math tests than a comparison group of children who did not receive the intervention. These effects persisted through age 21. Children who received early childhood education were also more likely to attend a four-year college and to delay parenthood. A study conducted by the National Institute of Child Health and Human Development found that children in high-quality child care demonstrated greater mathematical ability, greater thinking and attention skills, and fewer behavioral problems. These differences held true for children from a range of family backgrounds, with particularly significant effects for at-risk children. Because of such effects, early childhood education is highly cost-effective. According to the National Institute for Early Education Research, early childhood education generates savings of as much as $7 for each dollar invested.

Traditionally, high-quality early learning programs have been available only to affluent families. Yet good early learning programs have a particularly strong impact on low-income children who are at greater risk for school failure. There is a great need for high-quality early childhood education programs that these children’s families can afford. As of 2001, 56 percent of all prekindergarten 3- to 5-year-olds were enrolled in center-based early childhood care and education programs, but only 47 percent of children living in poverty were in such programs.

Federal programs designed to address this need include Head Start and Even Start. Even Start is a federally funded and state-administered program that combines early childhood education, adult literacy education, parenting education, and parent involvement.

Head Start, administered by the U.S. Department of Health and Human Services (HHS), provides low-income children ages 3 to 5 with health and nutrition services, cognitive and social/emotional development services, and social services. Head Start also includes a strong parent involvement component. According to the National Institute for Early Education Research, Head Start children are less likely to repeat a grade or need special education than peers who are not in Head Start. Discussions related to the ongoing reauthorization of Head Start may continue to include proposals to require greater accountability, to shift authority from HHS to the U.S. Department of Education, and to allow states that develop plans to coordinate state and federal school readiness programs to receive funds as block grants that also include other federal early childhood programs. Many early childhood advocates are concerned that a block grant could have the effect of lowering program standards, undermining accountability, eliminating targeting to low-income children, allowing the diversion of early childhood education funds to other purposes, diminishing parent involvement, and reducing the availability of comprehensive services—without providing any additional funds or otherwise serving additional children.

National PTA supports effective early education development programs that are adequately funded and developmentally appropriate, and that coordinate comprehensive services for young children and their families. In addition, National PTA believes that early childhood programs should include strong family involvement components.

National PTA supports federal and state incentives for high-quality child-care and preschool programs that are affordable and accessible, coordinated at all levels (federal, state, and local), and characterized by high standards for teacher training, health, and safety.

Talking Points

• Early childhood education is highly cost-effective, generating savings of as much as $7 for each dollar invested.
• More resources are needed to ensure that those children who qualify can attend Head Start programs. Currently, only half of all eligible children are enrolled in a program, and each time funding is cut in the federal budget, more slots are eliminated.

Given the positive effects of high-quality preschool programs, all children should have access to high-quality preschool experiences before kindergarten.