Cecilia Hackerson

September 29, 2016

PSY-1100-403
Abdecarian Project
The Importance of Early-Childhood Education and Care
The importance of quality early-childcare cannot be over-stated. Children who receive earlychildhood education are better prepared to thrive, not only academically but often emotionally, socially,
and financially. Different models of early-childcare interventions exist, and each emphasizes a different
core focus. Two different early-childhood intervention programs that have produced evidence for the
importance of early-childhood education and care include Head Start and the Abdecarian Project. No
matter what the intervention however, the evidence is clear that when children receive extra academic
and social support at young ages they will be more cognitively and socially ready to reach for and
attain what they want in life.
Head Start programs are overseen by the Office of the Administration for Children and Families
Early Childhood Learning & Knowledge Center. Head Start began in 1965 as a component of President
Johnson's War on Poverty. Initially, the program was an 8-week demonstration project and pilot.
Given the successful outcomes, the program has developed to include full day, year round services and
expanded its programmatic reach. It is currently authorized by the Improving Head Start for School
Readiness Act of 2007. While Head Start has many aims, their main focus is to support the mental,
social, and emotional development of children from birth to age 5. In addition to education services,
programs provide children and their families with health, nutrition, social, and other services. Head
Start services are responsive to each child and family's ethnic, cultural, and linguistic heritage. i Head
Start programs, while federally administrated, are run locally through local agencies.
One aspect of Head Start that promotes the academic and psycho-social development of
children is its broad programmatic scopethe programs not only focuses on children but also
incorporates parents. Since parents play such a pivotal role in child outcomes, making sure parents are

financially solvent and well-versed in good childcare techniques is crucial. They function on a
framework of outcomes which includes 12 goals: Physical Development & Health, Social & Emotional
Development, Approaches to Learning, Language Development, Literacy knowledge & Skills,
mathematics knowledge & Skills, Science knowledge & Skills, Creative Arts Expression, Logic
&Reasoning, Social Studies knowledge & Skills, and English Language Development. ii They don't just
focus on one aspect of the childthe program recognizes the importance of broad-based health and
wellbeing. Children are vulnerable when they are young, and they learn rapidly as their brains grow
and advance. Making sure to focus on all aspects of social, emotional, physical, cognitive, and familial
support provide better chances for a child succeeding.
The Abdecarian Project, rather than a long-running program like Head Start, was a controlled
trial of intensive early childhood educational for at risk children. iii Children who were at risk
included children who had higher chances of developing developmental delays and academic failure
because of their familys low SES. The youth in the study were randomly assigned to one of two
groups: a research-based child-care facility that provided educational programming, or to be in the
control group. Unlike Head Start, the Abdecarian Project was not concerned first and foremost with the
psycho-social or emotional development of children, but rather on whether an intensive early
childhood educational experience could enhance the cognitive development of children being raised in
poverty, and, in turn, improve their school progress. iv Children in the study started receiving child-car
and evacuation at as young as 6 months and continued until age 5. Results of the study were taken
when the participants turned 30, providing a life-time scope of how the program affected their
development.
The study outcomes confirmed that intensive early-education interventions improve the
cognitive and educational outcomes of youth. One interesting part of this study was that the results did
not indicate improved emotional outcomes or a lesser likelihood of being involved in criminal activities
than participants in the control group. The reasons for this are many, and could include a small sample

size and the fact that data was self-reported. However, the benefits of the intervention were clear:
participants were four times more likely to earn college degrees by age 30, more likely to have worked
steadily over the 2 years before final data was taken, to have parents later, and to receive more years of
education. This study was important because it showed how an intervention very early in lifeall
while the children were under age 5has effects that reached far into adulthood. 25 years later a
student was more likely to succeed cognitively and therefore in other ways if they had received quality
early-childhood care.
An interesting aspect of early-childhood care to keep in mind is how important a supportive
home learning environment is for a child's cognitive and psycho-social development. Research suggests
that literacy development, behavioral patterns, motivation, persistence, and peer-peer interactions all
improve when children have a support home learning environment. v This is important because it
suggests that SES are not the end-all be-all of a child's development. Despite poor odds, low-income,
and other SES indicators that put a child at-risk for academic, social, and emotional challenges, family
support can help turn those outcomes around. Just because a child lives in poverty or in a dangerous
neighborhood doesn't mean he or she doesn't have a chance at succeeding if she or he is given the right
support. The family intervention aspects of Head Start therefore stand out as a crucial aspect of earlychild intervention and care.
Research shows that early-childhood care is important. There are diverse programs and ways to
help shape a child's early-learning experience, but what is most important is that the child is given the
tools he or she needs to be best prepared to succeed despite adversity. The developing brain is fragile,
but it is also full of potential. If it is cultivated the right way, it will thrive and bloom. It needs care and
attention, and if it receives such the possibilities are endless.

HeadStart.gov. "About Us." Early Childhood Knowledge and Learning Center. USA.gov, 2014. Web.
30 Sept. 2016.
ii @HeadStartgov. "Head Start Early Learning Outcomes Framework." Early Childhood Knowledge
and Learning Center. N.p., 2015. Web. 30 Sept. 2016.
iii Campbell, Frances A., Elizabeth P. Pungello, Margaret Burchinal, Kirsten Kainz, Yi Pan, Barbara H.
Wasik, Oscar A. Barbarin, Joseph J. Sparling, and Craig T. Ramey. "Adult Outcomes as a
Function of an Early Childhood Educational Program: An Abecedarian Project Followup."Developmental Psychology. 48.4 (2012): 1033-043. Web.
iv Campbell et. Al (Page 12)
v HeadStart.gov. "About Us." Early Childhood Knowledge and Learning Center. USA.gov, 2014. Web.
30 Sept. 2016.
i