Education To Be More' was published

Education To Be More' was published last August. It was the report of the New Zealand Government's Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that's a real need; but since parents don't normally send children to pre-schools until the age of three, are we missing out on the most important years of all?

B
A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words - most of the language they will use in ordinary conversation for the rest of their lives.

Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.

C
It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. That's observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called 'Headstart' was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.

Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, 'Headstart' children returned to the same disadvantaged home environment.

D
As a result of the growing research evidence of the importance of the first three years of a child's life and the disappointing results from 'Headstart', a pilot programme was launched in Missouri in the US that focused on parents as the child's first teachers. The 'Missouri' programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.

The programme involved trained parent-educators visiting the parents' home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child's intellectual, language, social and motor-skill development. Periodic check-ups of the child's educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.

Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child care.

E
At the age of three, the children who had been involved in the 'Missouri' programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.

Most important of all, the traditional measures of 'risk', such as parents' age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child's development was family stress le

Результаты (английский) 1:

Education To Be More ' was published last August. It was the report of the New Zealand U.s. Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that's a real need; but since parents don't normally send children to pre-schools until the age of three, are we missing out on the most important years of all?(B)A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words-most of the language they will use in ordinary conversation for the rest of their lives.Furthermore, research has shown that while every child is born with a natural curiosity, it can be other versions and console ports dramatically during the second and third years of life. Researchers further claim that the human personality is formed during the first two years of life, and during the first three years, children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.(C)It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. That's not just observed in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called ' Headstart ' was launched in the United States in 1965. A lot of money was poured into it. It took the children into pre-school institutions at the age of three and was supposed to help the children of poorer families to succeed in school.Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, ' Headstart ' children returned to the same disadvantaged home environment.(D)As a result of the growing research evidence of the importance of the first three years of a child's life and the disappointing results from ' Headstart ', a pilot programme was launched in Missouri in the US that focused on parents as the child's first teachers. The ' Missouri ' programme was predicated on research showing that working with the family, rather than is bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.The programme involved parent-educators well-trained visiting the parents ' home and working with the parent or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child's intellectual, language, social and motor-skill development. Periodic check-ups of the child's educational and development sensory (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child care.(E)At the age of three, the children who had been involved in the ' Missouri ' programme were evaluated alongside a cross section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.Most important of all, the traditional measures of ' risk ', such as parents ' age and education, or whether they were a single parent bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child's development was the family stress le

Результаты (английский) 2:

Education To Be More 'was published last August. It was the report of the New Zealand Government's Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that's a real need; since parents The do But not Normally the send children to the pre-Schools The until the age of a three, are we missing out on the years by important are most of all? Bed and A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 Words - are most of the language for They will of use in Ordinary conversation for the the rest of Their the lives. Furthermore the, research has Shown That 'while' every the child is been born with a natural Curiosity, IT CAN be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Over the age Once of a three, children 'continue' to expand Property on the existing Knowledge of the world. The C It is Generally Acknowledged That young people from poorer backgrounds the socio-Economic Tend to do a well in less See Our ​​education system. That's observed not just in New Zealand , but also in Australia, Britain and America. In an attempt to overcome that educational under -achievement, a nationwide programme called 'Headstart' was launched in the United States in 1965. A lot of money was poured into it. Took children Into It the pre-A school of Institutions AT the age of a three and WAS to the supposed to help the children of poorer Families Succeed in A school of. Is despite Substantial Funding, results have Been a disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. The At the end of each day, 'Headstart' children the returned to the Same disadvantaged home are environment. The D of As a of result of the Growing research Evidence of the then importance of the first a three years of a the child's life: and the a disappointing results from 'Headstart', a pilot programme was launched in Missouri in the US that focused on parents as the child's first teachers. The 'Missouri' programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. For They included the single-the parent and to two two-the parent Families, Families in the which Both parents The worked, and Families with an either the mother or father AT home. Of The Programme is involved trained the parent-Educators a visiting the parents The 'home and working with the the parent, or parents The, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child's intellectual, language, social and motor-skill development. Periodic check-ups of the child's educational and sensory development (hearing and vision) were made ​​to detect possible handicaps that interfere with growth and development. Problems view Were Referred Medical Professionals to. The Parent-Educators made ​​personal visits All times are to homes and monthly group Meetings Were Held with parents The OTHER new to this content share experience and discuss topics of Interest. The Parent the resource Centres, Located in A school of buildings, Offered learning materials for Families and facilitators for the child care. The E the At the age of a three, the children the who HAD Been is involved in the 'Missouri You will' Programme Were Evaluated Alongside a of cross-section called of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made ​​greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 The per cent of Their peers in such things as with auditory comprehension, verbal-interference ability and language-interference ability. Most by important of all, the Traditional the Measures of 'risk' , such as parents' age and education , or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child's development was family stress le