SOME GUIDING FACTS FOR EARLY LEARNING

"Studies in neurobiology, neurodevelopment and early intervention show that the years birth to 5 are critically important for brain development." Shonkoff, J. & Phillips, D. (2001). From neurons to neighborhoods: The science of early childhood development. Washington, D.C.: National Academy Press.

"A child's ability to pay attention, stay focused, and follow directions emerges in the early years: structured early learning fosters these abilities for later success in school and life." Bowmen, (B. Donovan, MS, Burns, MS (2002) Eager to Learn. National Research Council. Washington, D.C.: National Academy Press.

"Very young children living in poverty are much less likely than are non-poor children to be able to recognize the letters of the alphabet, count to 20 or higher, write their name or read or pretend to read." Child Trends Data Bank website

"The school readiness indicator taps four skills related to early literacy and cognitive development - the ability to recognize letters, count to 20 or higher, write his or her name and read or pretend to read. The Goals Panel elaborated on five dimensions of school readiness: 1) physical well-being and motor development; 2) social and emotional development 3) approaches to learning 4) language development; and 5) cognition and general knowledge." Child Trends Data Base website

"Since 1993, the percentages (of 3 to 5 year old children to have the three or four cognitive/linguistic school readiness skills) have increased for children above the poverty threshold (from 40 percent to 45 percent) and decreased for children below the poverty threshold (from 23 to 19 percent). Child Trends Data Bank website.

"Whether or not children succeed in school is in part related to events and experiences that occur prior to their entering kindergarten for the first time. Children's preparedness for school and their later school success are related to multiple aspects of their development. Children's physical well-being, social development, cognitive skills and knowledge and how they approach learning are all factors that contribute to their chance for success in school (Kagan etal.1995). A complex and continuous collaboration exists between the child and the family; and, the family can provide the resources and support that children require to increase their chances of succeeding in school (Maccoby 1992). For some children, the absence of resources and support places them at increased risk for school failure." "America's Kindergartners," National Center for Education Statistics,
Statistical Analysis Report, Early Childhood Longitudinal Study;
U.S. Department of Education, February 2000.

"The direction in which education starts a man will determine his future life." Plato