ics achievement, teacher ratings of school adjustment, parental involvement in school activities, grade retention, and even special education placement.
McClellan and Levin (1992) state that another element of successful preschool/pre-kindergarten programs is the inclusion and support of a child's culture, especially for minority children. In their review of Hawaii's Kamehameha Prekindergarten Education Program (PREP), it was noted that the program considers children's culture in developing all program components. Moreover, PREP makes connections to the home culture an ongoing process.
McClellan and Levin (1992) state that incorporating culture into educational activities for preschoolers through PREP occurs in three areas: making connections through familiar materials, language, and interaction among staff and with families. The authors report that consideration of the cultural factor has been found to be associated with good academic success in children's elementary school years. Moreover, it has been found to elevate young children's developing sense of self-esteem.
Preschool programs can have differential success ratings depending upon th
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