No Preschooler Left Behind: The Need for High Quality Early Intervention for Children Born into PovertyReport as inadecuate




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Multicultural Education, v22 n1 p41-45 Fall 2014

It is a sad fact that children born into poverty are far less likely to perform well in school and to finish school. Their inadequate schooling then negatively affects their degree of economic success at a large cost to society. The author--a professional tutor for underachieving students at PS 8 and Brooklyn High School for Leadership and Community Service, in Brooklyn, New York--cites studies that show the differences between children who had the benefit of high quality early intervention programs, and those from similar backgrounds who did not. In addition, she discusses Educare, a newer initiative with 18 centers nationwide, whose goal is to support very young children from disadvantaged backgrounds with appropriate intervention at different stages in order to prepare them to do well in school. This article addresses the following topics regarding early intervention programs: (1) Why Is High Quality Early Intervention Important?; (2) What Is a High Quality Program?; and (3) How to Finance High Quality Early Intervention Projects. The author posits that since studies have shown that even children placed in a quality preschool by age three do significantly better than those who are not, efforts should be made to provide high quality preschool programs for all disadvantaged children by at least age three.

Descriptors: Preschool Children, Early Intervention, Poverty, Educational Quality, Disadvantaged Environment, Disadvantaged Youth, Educational Finance

Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap[at]aol.com; Web site: http://www.caddogap.com





Author: Schippers, Vicky

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=701&id=EJ1065374



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