Factors of Success of Preschool Programs

There have been a number of studies examining for common elements associated with the effective preschool or pre-kindergarten program. The purpose of this research is to discuss and delineate these elements.

Papalia and Olds (1992) present a comprehensive discussion of the effective preschool or pre-kindergarten program. According to the authors regardless of variation in programs functions, those programs that are successful have several common features. These features are: (1) program delivery in a safe, clean environment; (2) trained personnel who are warm and responsive to all children; (3) the promotion of good health habits along with regular intervention; (4) a stimulating environment that fosters children's mastery of cognitive and communication skills; (5) encouragement of children to develop at their own rate; (6) the nurturance of self-confidence, curiosity, creativity, and self-discipline; (7) fostering of question asking, problem solving and decision-making skills; (8) encouragement of prosocial behavior; (9) help provided to parents to improve their child rearing skills; and (10) the promotion of cooperation between parents, personnel, and the community.

However, despite the fact that a given program may contain many and perhaps all of the elements listed by Papalia and Olds (1992), Reynolds (1994) points out that there are certain structural variables must also be considered, one of which is program du

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fect sizes were found only when direct goal criteria (e.g., social-cognitive skills) were evaluated, whereas there were few effects on broader constructs (e.g., social adjustment), and (2) long-term effects were weak. One common element of many successful programs, according to Steg, Lazar and Boyce (1994) is that they use some for of interactive learning system defined as "machines" such as computers, remote-controlled electric typewriters and tape recorders to teach linguistic skills to children. The authors note that even as early as the late 1960s, empirical studies were revealing positive evidence of the usefulness of interactive learning systems for teaching preschoolers many basic skills, such as word recognition. One added benefit of using interactive learning systems, according to Steg, Lazar and Boyce (1994) is that these educational tools are effective for both regular and special needs students. The result is that preschool programs can serve both special needs and regular students in the same setting. This means that programs offering programs using interactive learning systems are programs that can satisfying mainstreaming goals and objectives. Papalia and Olds (1992) report that one of the current controversi
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Approximate Word count = 1493
Approximate Pages = 6 (250 words per page)

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