For the research question, this review is looking at socioeconomic developments. Can early childhood education programs help close the achievement gap that exists between low-income and middle-class children? In retrospect, the examination of diversity in early childhood education and care programs may reveal three patterns of outcomes: children from low-income households receive more than their classmates who benefit most, these children receive less, or children from homes with more benefits receive more (Kim, 2020). Families from poor and high socioeconomic backgrounds can both benefit from early intervention programs (Wertlieb, 2019). There are two of the three types of patterns to be found in this article.
Hypothesis
Following investigation, it has been found that interventions compensated for the socio-economic decline. It has been reported that these efforts have had a significant impact: For children born in Italy, Greece, Turkey, Spain and the former Yugoslavia, the article’s findings did not reveal a substantial link between German pre-school and later school placement (Wertlieb, 2019). The students were determined to be underachieving. In kindergarten, children from immigrant families alternate between low- and high-needs schools.
Pre-compulsory or pre-school education for children from poor homes was not more generous than that for children from more affluent families in the NCDS (Wertlieb, 2019). They may have surpassed the restrictions of their most profitable competitors, if any, given their starting position at the bottom of the food chain (Kim, 2020). Socially disadvantaged students at BCS get a more enriching kindergarten experience than their more advantaged peers. Some of the impoverished youngsters in North Carolina were also helped by the effort. Poverty level, special needs, English proficiency, and chronic health status all play a role in categorizing children into risk groups (Wertlieb, 2019). After receiving poorer results on language, literacy, numeracy, and general knowledge exams in pre-K, children in high-risk groups attained the same or better degree of proficiency and even held vulnerable groups to a higher standard in kindergarten, according to the study.
Research Participants
The consequences of success in the mental realm According to the study’s findings, preschool attendance had great links to cognitive outcomes or academic accomplishment in 22 out of 32 respondents. The article emphasizes the significance of the study’s results statistics. The N = 311 in the Vietnamese research and the N = 4667 in the Head Start Impact study comprised these 22 individuals. No kindergarten findings were found in one investigation the PRIMA experiment (Wertlieb, 2019). The ECLS-K, Albuquerque, ABC, NCDS, and BCS70 research yielded mixed findings in eight other studies approximately five projects. Several dynamic controls, including gender, position among siblings, nationality, the third trimester, social class and the level of education of parents (Kim, 2020). In addition, studies have indicated that early interventions are especially advantageous for mental development when the mother is employed, the size and structure of the family is single parent or a couple, and numerous institutional features (Kim, 2020). A major portion of the essay is dedicated to describing the findings.
Using a sample of underprivileged children in Ecuador to analyze child mental development decisions, as indicated by their performance on TVIP, the data is used The median age of TVIP declined from close to 95 in 36-month-old newborns, to less than 85 in infants between the ages of 54 and 60 months, and then progressed (Kim, 2020). They began their analysis with a series of descriptive graphs. As the rate of dispersion increases, so does the rate of dispersion When pupils are younger, the TVIP school has an average variance of 8; when they’re older, the average deviation is around 25 (Wertlieb, 2019). Using percentiles, one can see how test points have become more dispersed. There is a small decline in the median, but children’s points in 25 percent and 10 percent of the distribution decreased dramatically with age, according to the results.
Characteristics of Research Participants
As a part of a trial experiment, the lottery was used to divide communities into two groups, one of which received transfers that were 12 to 18 months longer than the other. This control group was created at random (Kim, 2020). The article reveals significant variations in motor skills between treatment and comparison groups: Boys’ test scores in the treated communities are on average 15% higher and girls’ test scores are 10% higher than in the comparison communities. While statistically significant only for females, the treatment community’s children tend to have less social and emotional issues (Wertlieb, 2019). Cognitive development tests show no consistent pattern of systemic impacts.
Screening Age, Treatment Groups, Area of Measurement, and Institution are all listed below, as well as whether the treatment groups performed better or worse than their comparison groups (Wertlieb, 2019). Results from the FACES and NLSCY studies necessitate additional discussion. In the FACES study, individuals in a four-year program were shown to have a gap between their performance and national averages that closed in the fall.
Early reading abilities and vocabulary in the spring of the First Basic year. Every group has very small, cramped spaces as well as strict reading requirements. The Georgian study also compared child test scores to national norms. Children attending kindergarten, Head Start, and private programs on average are four years old; these outcomes are compared to the results two years later, when they are seven years old (Kim, 2020). Child-friendly programs were included when seven-year results exceeded those of a four-year-old compared to national standards.
Children’s performance test results in Georgia’s research were consistently lower than those in pre-K, no kindergarten, and children’s private education programs. The program’s characteristics appear to have a major impact on children’s learning, but these disparities can be traced back to changes in the home learning environment or socioeconomic level, rather than the program’s features. To make matters worse for Head Start children, they are more likely to be exposed to dangerous chemicals (Wertlieb, 2019). Children in Head Start were unable to locate their preferred peers (Kim, 2020). An early childhood education and care program’s success rates were compared to the outcomes of two or three-year-old foster children, and to the results of children in foster care, by the National Longitudinal Study of Children and Youth (NLSCY).
When compared to their non-mother caretakers, main and foster children outperformed those in foster care in terms of cognitive outcomes. For Those Who Need It Special education levels were reduced in two disciplines connected to the EYTSEN and CLS initiatives in terms of the proportion of children who later required or were at risk of requiring special education. There have been mixed outcomes in additional research related to the ECLS-K and NCDS initiatives.
Children in kindergarten were less likely to be retained in the grade than those who did not attend school in CLS and Delaware initiatives. However, Panel 1997, Albuquerque and Georgia programs failed to preserve the control group of children who did not attend elementary school in any of the three investigations, ECLS-K included (Kim, 2020). Graduation Finally, school years and/or graduation rates were viewed as additional indicators of mental growth by the authors of the study. Preschool success in boosting high school graduation has been determined by analyzing four subjects namely, the NCDS and CLS involving two projects.
While these studies show that kindergarten benefits children in many cognitive areas assessed in a range of courses, they also reveal that it is very difficult to establish the level at which a school can minimize its retention and special education levels (Kim, 2020). There aren’t enough studies on the topic of special education and retention rates to draw any firm conclusions. Numerous studies show a correlation between self-esteem and academic achievement. Compensation outcomes can be seen in this evidence (Wertlieb, 2019). It is now possible to determine if the outcomes differ from the provided population, or if specific groups of children benefit more than others from the programs.
Research Method
The articles used both observation, questionnaire and survey methods to collect data after which, and in-depth analysis is curries out through qualitative and quantitative data analysis. It is evident that the sources employ comparison of concepts and ideas. An article comparing the effects of Oportunidades (social assistance program) on children’s educational development outcomes. Children who got Oportunidades transfers were compared to a group of children who did not receive referrals first (Kim, 2020). The same methods were used to create this comparison group: Analysis was conducted on a group of Oportunidades non-eligible neighborhoods, and data on various outcomes was gathered (Wertlieb, 2019). For the second part of their study, they compared the residences in Oportunidades-transferred communities at various time intervals.
Research Design
A review of the two articles that focused on the socioeconomic situation of families found that seven of the studies focused on the specific benefit of disadvantaged children, while 10 of those studies focused on the benefit of both disadvantaged and non-disadvantaged children. According to an EPPNI study, underprivileged children made less progress than their more affluent counterparts in only one area. There are five initiatives aimed at helping youngsters who are unable to afford basic necessities (Kim, 2020). Since the participants in eight of the five initiatives reported benefits, it is reasonable to believe that these projects had a countervailing effect. However, because they only addressed a specific demographic of kids, the compensatory impact was difficult to pin down (Kim, 2020). The study’s findings are detailed in the following paragraphs so that the socioeconomic status estimates may be seen. Funding for initiatives that primarily assist low-income children as a result of these four projects: SOEP, NCDS, BCS and the North Carolina project.
Findings
The findings of this article are in line as they indicate that households that receive Oportunidades transfers fare better than communities that have never received a transfer, and it is also shown that communities that are exposed to the system at varying degrees’ fare worse. Children who are exposed to Oportunidades between the ages of 0 and 6 are more likely to begin school earlier, advance more quickly, and end up with more years of schooling (Wertlieb, 2019). There was a new beginning for them. It is common to find systemic effects when comparing treatment and control groups, rather than when comparing two treatment groups randomly allocated different program exposure levels.
TVIP is a widely utilized language test for preschool-aged Spanish speakers. Interviewers ask children to identify or draw images that match the words they hear in a sequence of slides with four images each (Kim, 2020). When a CHILD commits six errors in the last eight slides of the test, the test is over. When used by parents to assess their children’s language and communication abilities, MacArthur CDIs have been found to provide accurate assessments of critical first-language events and to be associated with important biological outcomes in early Spanish-speaking children.
The McCarthy Scales of Children’s Abilities, a comprehensive test battery that measures a child’s ability to walk backwards, stand on one foot, and jump, can be used to monitor vehicle growth. Finally, the authors employ the Achenbach Child Conduct Checklist to measure a child’s behavior and capacity to solve issues in order to assess their emotional and behavioral development (Wertlieb, 2019). Low-income Spanish-speaking individuals were subjected to this examination. It is based on parents’ reports of ethical and social issues (Kim, 2020). Among the topics covered are violence, workaholic behavior, cyberbullying, moral dilemmas, and treatment of others, both at home and at school.
The research results begin by examining evidence of a lack of early childhood development (ECD) in Mexico, specifically the link between weight loss, child height, and the Bayley Scales of Infant Development’s Mental Development Index (MDI) for children ages 12.5 to 23.5. Memory, reading comprehension, problem-solving, and other cognitive abilities, as well as a child’s ability to receive and express language are all assessed using Bayley’s mental scale, which has 178 items. For each age group, a score of 100 is used, with a standard deviation of 15 points.
Fewer than 85 schools urge slowing down, with a score of 70 indicating that slowing down is necessary. At 13–14 months, the mean MDI score was 97.4, 14.4 percent of children had one or more normal deviations below 100, and 3.0 percent had two common deviations or more below 100 (Kim, 2020). Around half of the infants had a score less than one standard deviation below 100, and 11.3 of them had a score that was more than two standard deviations below 100 by the time they were between 21 and 23 months old (Wertlieb, 2019). In children aged 13-14 months, 25.9% of those with disabilities had low birth weight; by 21-23 months, this percentage had risen to 42.7%. This mental development disadvantage is also mirrored in the rising proportion of children with low birth weight. Neither height nor weight are equivalent practices.
Limitations
The article does not discover a connection between the age range and the Bayley school when family and environmental variables are included into a variety of retrospective frames. However, they have no control over any of the essential criteria that Bayley School uses to make predictions, such as whether or not the household’s head speaks the local language, income, employment, parental age, education, or any of these other variables.
Conclusion
As a condition of receiving large sums of money from Oportunidades, families must meet a series of health care requirements. In order to receive income, families must visit health institutions on a regular basis, under the continual observation of their caregivers. Adult growth and vitamin supplements are included of these visits, as are vaccinations, while parents receive health, nutrition, and hygiene instruction. To obtain referrals, families with school-age children must enroll their children in school and ensure that they attend on a consistent basis. Common mental capacity, particular cognitive skills, and schooling ability are all measured by Woodcock-Johnson-Munoz, an integrated exam set. Infants and older children’s mental development were tested using this test in Latin American contexts to evaluate early childhood nutrition and health interventions at an early stage.
References
Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood,, 5(2), 145-158. Web.
Wertlieb, D. (2019). Nurturing care framework for inclusive early childhood development: opportunities and challenges. Developmental Medicine & Child Neurology, 61(11), 1275-1280. Web.