Abstract

The purpose of this paper is to determine if going to preschool will help students get a better

outcome of in elementary school. The students will be tested in their social skills, their

attendance, and their behavior. This study results from different articles state that going to

preschool does help improve test scores and then there are those who disagree. In these findings

the researchers use statistical data and a lot of research to explain the question of “Does going to

pre-school improve students standardized test scores in elementary school?” This study is an

important study that would essentially guide a parent to make the right choice for their child’s

future. My paper will discuss the pros and cons of funding of preschool, the education teachers

receive, and the research behind their findings.

Keywords: education, testing, preschool, elementary education

 The Effects of Going to Preschool for Students in Elementary School

As I am searching for this topic, I noticed there are numerous studies completed. The articles that

were chosen to exemplify the positive outcomes of going to preschool. Although there are a

couple that exemplify the negative outcomes. A decision in today’s society for parents with kids

is ‘am I going to take my kid to preschool’. This is a huge decision for parents because of all the

horror stories they hear or if they believe their child is going to learn more being home.

However, what parents miss is the research behind the education in preschool. On average,

students learn more when they are surrounded with books. In a preschool setting, a child would

get that.

On another note, in preschool the teachers are qualified to ensure the child is receiving the best

knowledge they can. Also, preschool introduces kids to other children and other adults to

increase their social skills and helps them know how to interact with each other. Preschool plays

such a vital role in a child’s life the parents don’t always see. Preschool closes the achievement

gap between early childhood education and kindergarten. Barnett says, “For example, we might

consider emulating Finland's universal access to high-quality early care, education starting in

infancy” (Barnett 2008, p.5). The U.S is in the middle of the list for high quality education. The

other countries that are ranked higher than us, enforced a rule to require all students to get early

care in order to receive better grades as they enter kindergarten and start taking their tests. Going

to preschool essentially ensures the student excels more in elementary school. Ontario's ministry

of education said “ The Full-Day Early Learning–Kindergarten Program (FDK) is the

government’s transformative response to the vast, ever-growing body of early childhood research

indicating that high-quality early learning programs produce long-term benefits to children’s

social and academic skills” ( Becker, Ontario Ministry of Education 2017). This will allow
students to have a full day of an early learning kindergarten which is equipping the students with

the skills to advance their further education.

Preschool allows your child to learn from a learning through play environment. This will

essentially allow the student to learn more through sharing, arguing and bettering their social

skills. “Children learn when they are sharing, arguing, playing and imagining different games.

The students learn social skills through being around different age people, even if there is no

teaching involved.” (Nilsson, Ferholt & Lecusay 2018, p. 240) This enhances the child’s

imagination as they involve themselves in many games. Most preschools have a certain time of

the day they include an activity called stretch and grow. Stretch and grow is when another

teacher or volunteer comes in and reads books, sets up obstacles, does different holiday activities

with them, etc. The student enhances their imagination there as well because the instructor will

say things like hop like you’re a bunny or will allow the kids to act out the book they read.

Going to preschool is an important part of education. As stated in the Early Child Development

and Care “In fact, the years from birth to age 5 are viewed as a critical period for developing the

foundations for thinking, behaving, and emotional well-being.” (Early Child Development and

Care 188:5, pages 225.) This is important because if a student does go to preschool, they will

learn more while being surrounded around learning. At home, if a parent is not serious about

teaching their child, then preschool would be a better idea. Since the ages birth to 5 are so critical

it is imperative to have the child interact with others and continue to be in a learning

environment. Also, Prieto adds “The first years of life are a critical period for learning and the

quality of early experiences can have a significant impact later in life. Parenting is one of the

primary influences on children’s development and family engagement is crucial in children’s

educational success.” (Prieto 2017, p.615) Prieto is exemplifying how critical it is for students to

start learning at such a young age.

Early Childhood Education: The Long-Term Benefits was completed to exemplify the positive

and long-term benefits established by children who come from disadvantaged homes and get

high-quality early education the researcher’s evidence was formed by people whom work in

early education and children’s developments. They also are viewing children that have gone

through a program called TOP. The program is The Opportunity Project. This project tracks

children’s outcomes and its purpose are to create a high-quality education for those who may not

be able to afford it. This curriculum is based on the guidelines of the National Association of the

Education of Young Children. This curriculum mainly focuses on diversity, daily schedules,

climate and tone of classrooms, and etc.

The independent variable in these studies are the children integrated into this study and the

dependent variable is the programs greater effects. The main population is students in the

programs in which are being studied throughout many years. The first test that was done was a

survey establishing appropriate behaviors, social interactions, and emotional maturity. The type

of questions that were gathered were close ended with ordered response questions. That means,

the order is not persuading students to feel differently. Those are questions with answers like

above average, average, and below average. Then after the questionnaire was conducted, they

followed the students’ scores up to fourth and fifth grade. The control group was random

students that were selected in the study that were not involved in the programs. The students who

went to preschool did exceptionally well compared to the control group of fourth grade students.

They studied the attendance, their attitudes towards school, and even discipline referrals. The

students that had early childhood education excelled in every aspect. They carried out their study
using regression analyses which is a method to examine between two or more variables. So, in

this case the two variables of interest were the academic and attitude variables.

Another reason going to preschool has such a positive effect on elementary education is it

prepares upcoming kindergarteners for their access test. The process of getting into kindergarten

can be difficult if you are not prepared for it. When children start kindergarten, they are all at

different levels of readiness. Every kid goes through developmental stages but kids do not do this

all at the same time. This is shown by cognitive and noncognitive skills. Such as, drawing a

certain picture or writing their name. However, going to preschool equips the student with the

knowledge they need to complete the entry test. The entry test can be difficult especially if the

student has never been tested or in that environment. In preschool, they have a class called VPK

(Voluntary pre kindergarten program). This class prepares the student for their upcoming

kindergarten test. This class prepares the student for the knowledge needed. Erkman and Tarman

created a study that observes twenty students in elementary school in a survey questionnaire.

These students were asked whether they liked preschool or elementary better?

“The results showed that preschool, which offers an environment of play based activities, was

perceived as a more enjoyable and desired place by children. The children also expressed that

their elementary school experiences were based on rules, academic knowledge and skills in

contrast to their preschool experience, and that elementary school entailed more duties and

responsibilities. Children’s perceptions of the school experience directly affect their school lives. Their

perceptions are based on the learning environments offered to them, their motivation level, developmental

competence level, teacher attitudes, peer attitudes, family attitudes, physical qualities of the school and

the performance expected from them at school.” (Erkan & Tarman, 2018) The students are more

likely to enjoy the elementary setting with a background of pre primary education. This sets them
up for the school-like setting. Although, it is more fun for the student at preschool there is still a

significant difference with the child's behavior.

However, the requirements for teaching preschool is forty hours learning about Early Childhood

Education. Therefore, they learn things like abuse and neglect, rules and regulations, health

safety and nutrition, and etc. Though the preschool requires the student to have forty hours and

take these classes, sometimes the teachers are not the most qualified. Another issue is with

efficiency in the teachers. They have only to reach the standards given to teach and that does not

create high quality services in those who are not very interested in teaching, but just need the job.

“Expand coverage to those who will benefit the most, which means that an initial priority would

be to serve a larger share of currently eligible four-year-olds and three-year-olds with income

below the federal poverty line.(Karoly, 2009).This is one of the problems with teaching in a

preschool setting. Since it does not require college or a bachelor’s degree, people can get it

without actually caring about the impact they will do to these students. If you pick a school that

you know requires more than ten hours of requirements per year, that would be more beneficial

to you and your child. Another reason preschool may be detrimental to your child is leaving the

arms of their mother for a long period of time throughout the day.

However for some children leaving their parents at such a young age can be detrimental to

them.“The earliest studies of the effects of childcare on children’s development, conducted in the

late 1960s and the 1970s, were motivated by a concern that childcare in and of itself might be

harmful to children. Childcare was a new phenomenon to this generation of Americans, and

people wondered whether children’s development might be compromised if they spent time

away from their mothers; after all, the very idea of young children being separated from their

mothers ran contrary to the fundamental American ideal of young children being nurtured
tenderly in their mother's’ arms.” (Melhuish & Petrogiannis 2006). Throughout the years this has

been tested and proven that in fact dropping your child off at daycare as an infant can affect their

development caused from being away from their nurturing mothers.

The funding of pre primary education are not the most beneficial. When planning for your

child’s education that is a huge factor for parents. Trying to find a great school that will align

with your income is difficult. Although, there is state funding that you can apply for in every

state. To qualify for this, the state will essentially help you fund your child’s education. This

would help you provide a better education and primary education for your child. The state

funding only covers so much and in the state of California, the state funding only covers half of

the students. “The state of California funds the early childhood education, however, these

funding is very low and can only cover about half of the students needed, therefore, the students

that cannot get effectively covered suffer” (Karoly, 2009).

Bastos, Botton, and Cristia found that preschools are limited to middle and high class nations.

This study looked at the effect of spreading preschool programs throughout Guatemala, a low-

income nation. Guatemala is in the process of expanding their preschool programs within the

country. After expanding the amount of preschool programs, researchers found that children

entering sixth grade by age 12 increased overall. (Bastos). Bastos, Botton, and Cristia found,

“The results indicate that opening a pre primary in these rural communities increased by

approximately 2.4 percentage points the proportion of children in grade 6 by age 12” (Basto et al.

2017). Preschool programs are essential in order to produce improvements in adequate

progression.

Mathematics ability at an early age, as little as age three of four, has been shown to be a

predictor in mathematics and literacy success in kindergarten, as well as throughout life. Linder
explains,” There are varying and sometimes oppositional perspectives on what mathematics

young children can or should learn, how this content should be implemented in classroom

settings, how we should assess or evaluate mathematics understanding, and what role, if any,

play should take in early childhood mathematics” (Linder & Simpson 2018). There have been

many studies conducted regarding the fact of whether or not preschool has an effect on later

academic success. Linder explains, “By way of example, Jacobs et al. (2010) noted how one’s

ability to attend to, interpret, and respond to children’s mathematical thinking develops with

expertise in the field” (Linder & Simpson 2018). Teachers are shown to have an increased

influence on children when it comes to learning mathematics based on teaching style, depth and

understanding of student questions, patience, and attitude. Other factors include: previous

experiences with mathematics as a student, mathematics anxiety, the student body, and “official”

requirements and accountability. Children at young ages respond and learn better under positive

influences when relating to school, especially mathematics. Having teachers create positive

experiences earlier in life can help influence future academic success in young children.

Therefore, preschool can have a positive effect on predicting future success with mathematics

and literacy.

Finally, these studies were very similar to their findings that students who go to preschool do

exceptionally better than those who do not. They studied the attendance of students as well as

their behavioral actions. They were differentiated in the grades as the first article did third and

fourth and the second article did fifth. Also, the articles are years apart in which could have

skewed the results just a little. The studies took large number of students and carried the study

from when they were in pre-K to elementary school. Overall, these articles were studied very

similar. The articles guided the results on the testing scores compared to those who did not go to
pre-K. The funding for school is different in every state but, it is available and is an option to

lower income children. The quality of the education is not going to be as good as elementary

school. But it will give your child the chance to understand more, know more, and allow more

social interaction with other kids and other adults. In addition to this, the child will be more

prepared for kindergarten.

Works Cited

Barnett, W. S. (2008). Preschool education and its lasting effects. National Institute for Early
Education Research bar, Retrieved from
http://nieer.org/resources/research/PreschoolLastingEffects.pdf

Bastos, P., Bottan, N.L,& Cristia, J. (2017). Access to Pre Primary Education and Progression in
Primary School: Evidence from Rural. Guatemala. Economic Development & Cultural Change,
65(3), 521-547. https://doi-org.ezproxy.lib.usf.edu/10.1086/691090

Becker, K., & Mastrangelo, S. (2017). Ontario’s Early Learning—Kindergarten Program: A

Transformative Early Childhood Education Initiative. Young Children, (4), 17. Retrieved from
http://ezproxy.lib.usf.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eds
bl&AN=RN616207153&site=eds-live

Early Childhood Educators’ and Teachers’ Early Mathematics Education Knowledge, Beliefs,
and Pedagogy. (2018). Canadian Journal of Education, 41(4), 1079–1104. Retrieved from
http://ezproxy.lib.usf.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft
&AN=133785595&site=eds-live

Erkan, N. S., Tarman, İ. tarmanilknur@gmail. co., Şanlı, Z. S., Koşan, Y., & Ömrüuzun, I.
(2018). First Grade Students’ Perceptions of Their Preschool and Elementary School Experience.
International Journal of Progressive Education, 14(5), 1–13. https://doi-
org.ezproxy.lib.usf.edu/10.29329/ijpe.2018.157.1

Karoly, L. A. (2009). Preschool Adequacy and Efficiency in California : Issues, Policy Options,
and Recommendations. Santa Monica, CA: RAND Corporation. Retrieved from
http://ezproxy.lib.usf.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nleb
k&AN=304919&site=eds-live

Linder, S. M., & Simpson, A. (2018). Towards an Understanding of Early Childhood

Mathematics Education: A Systematic Review of the Literature Focusing on Practicing and
Prospective Teachers. Contemporary Issues in Early Childhood, 19(3), 274–296. Retrieved from
http://ezproxy.lib.usf.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=EJ1191931&site=eds-live

Melhuish, E. C., & Petrogiannis, K. (2006). Early Childhood Care & Education: International
Perspectives. London: Routledge. Retrieved from
http://ezproxy.lib.usf.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nleb
k&AN=171313&site=eds-live

Nilsson, M., Ferholt, B., & Lecusay, R. (2018). “The Playing-Exploring Child”:
Reconceptualizing the Relationship between Play and Learning in Early Childhood Education.
Contemporary Issues in Early Childhood, 19(3), 231–245. Retrieved from
http://ezproxy.lib.usf.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric
&AN=EJ1191932&site=eds-live

Prieto, J. (2017) Enhancing the quality of early childhood education and care: ECEC tutors’
perspectives of family engagement in Spain. Early Child Development and Care 188:5, pages
613-623.