This study aims at establishing the role played by early childhood education in development of cognitive, social and emotional capabilities of young ones. It goes further to test the effectiveness of pre -school education in a number of baby care centers put under study with intent of establishing whether the program meets the desires of the parents and the guardians.
Statement of the problem
According to research, pre-school programs refer to interventions that shrink the achievement gap. Further, quality pre-school participation impacts positively on children’s cognitive, emotional and social development. From the documented studies, it is evident that most young people reach adulthood without the necessary tools, connections and experiences to succeed. However, faced by such pessimistic realities, the society continually develops policies and advocate for intervention programs for implementation in schools in an effort to eradicate the negative consequences of poverty and reduce the gap through setting a good foundation for the youngsters.
As Haynes (2008) points out, pre-school education impacts significantly on individual’s social behavior, self esteem and motivation. Other related studies suggest that, based on foundation laid during pre -school training, element of social prowess and potential of higher income lowers the levels of crime rates.
The concept of this study revolves around three countries, that is, USA, Holland and Germany, exploring the efforts they have put in place to ensure that pre-school education and baby care is recognized. To start with, the conceptual frame work of the study to be carried out in Holland focuses on the impact of baby care and early childhood development on their future lives. The result of this study is expected to help in policy formulation (The Hague, 2000). Such policies will see every child get access to affordable quality childhood education despite the social status. Secondly, the conceptual framework for the study to be carried out in Germany will emphasize on impact of baby care and early childhood development. Lastly, the study to be conducted in USA is meant to come up with impact of baby care and early childhood development regardless of their social background.
Early childhood is one of the important stages in life as it is at this stage that cognitive, emotional and social domains of development are built. Early childhood programs play a key role in effecting the well being of a child. To foster cognitive, social and emotional abilities is the responsibility of practitioners who use curriculum to assist students control emotions and learn how to express their feelings (Hansen & Zambo, 2007). Pre-school programs provide children with learning experiences by teaching on emotional regulation and social skills that helps them to develop their academic, social and emotional successes in early child hood. Gormley et al. (2009) points out that effect of early childhood education on cognitive, social and emotional skills has lasting effects on children.
Before embarking on this study, approval will be sought from early childhood program directors from the respective countries. The participants will all be selected from pre -school and pre-kindergarten classes. A description of the study will be issued to all concerned parents and guardians. More so, consent will be sought from parents and guardians of each child before carrying out the actual study. To collect data, two pre-school assessments will be utilized to determine the subject’s cognitive, emotional and social skills. Pre-school teachers participating in this study will be trained to use stage and age questionnaires.
Data will be analyzed by use of the scoring criteria for ASQ-SE. ASQ-SE format has scoring guides where data is input to obtain the results. Data for assessment will then be prepared and analyzed using appropriate scoring format as given by the assessment guide in a bid to obtain valid results.
Data collection procedures
The study will make use of a combination of different data collection procedures such as interviews, observations and focus groups. Data to be collected will include issues relating to program quality, teachers’ remuneration and opportunities for career growth amongst other factors that determine their success in their job (Calman, 2005).
- Calman, J. (2005). Early Childhood Education for All: A Wise Investment. Arizona: M.I.T Working Center press.
- Gormley. , W. T., Phillips, D. A., Newmark, K., & Perper, K. (2009). Social- emotional effects of early childhood education programs in Tulsa. Denver: Society for Research in Child Development
- Hansen, H. C., & Zambo, D. (2007) Loving and learning with Wemberly and David: Fostering emotional development in early childhood education. Early Childhood Education Journal, 34(4), 273-278.
- Haynes, M. (2008) Building state early learning systems: Lessons and results from NASBE’s early childhood network. The state of education standard, 2(5), 13-17.
- The Hague. (2000). Early Childhood Education and Care Policy in the Netherlands. Hague: Ministry of Health, Welfare and Sports