Putri Adrian Sapitri- 1788203002 (EARLY EDUCATION)

BE SUCCESSFUL WITH EARLY EDUCATION

 Early education is the provision or stimulation of education in accordance with the stage of child development and carried out through the approach playing while learning. But according to Levin, 1977 "The approach in Japan to care or early education undermines many of the core principles of Western child development". This is contrary to the opinion of Stipek, 2017 which says that “early education can help children develop social skills and self-regulation which are considered very important”. There are many positive effects for who children participate in early education such as social their health, lower risk of arrest and criminal fees, they are better prepared to go to school, better job opportunities, and can improve the economy.

First of all, the social health of children who participate in early education are less likely to use alcohol or drugs than those who do not participate in early education (Kyger, M. 2013). Reducing drug use greatly contributes to physical and mental health. As a result children who participate in this program have good mental health so that they can complete their education and get a higher salary. Schweinhart et al., 2005 wrote, “At the age of 27 early education participants were less likely to receive social services within the previous ten years”.

Second, by providing a strong education to children, a child who participate in an early education program can have a lower risk of  arrest and criminal fees. In early education children get a strong background and socio-emotional skills which both support the child not to commit crime (Kayger, M. 2013). The Syracuse Preschool Program found there was a 70% reduction in criminal offenses when alumni were 15 years old (Heckman, 2000). Of course, this is a considerable reduction in crime.

Children who have participated in the early education program are better prepared to attend basic education. This is indicated by children who attended early education showed 44% achievement in math skills compared to those who did not participated (Barnet et al ., 2005). In addition to math skills, they also have a good 24% literacy, while those who do not attend early education only have 9% skills (Slaby et al., 2005). If children already have the readiness to attend school, there is a small chance they will have to repeat classes in the future. This is very good for children to be able to face their further basic education.

There is research that shows there are effects of early education on the job market too. Based on the research conducted by Karoly et al., 2005 “Children who follow early education have better market results than those who do not”. Such as higher income, employability, and employment opportunities (Shomos, 2010; Van Belle, 2016). This is because early education can encourage individual productivity. Children who participate in early education also have better employment opportunities in the job market.

Finally, early education benefits children who participate in this program by providing a more educated and independent workforce. In addition, benefits are also gained from increasing parental productivity and higher income when they reach adulthood (Wilder Research, 2011). This proves that sustainable investment in early education can improve the economy (Barnet et al., 2003). Because children who participate in early education have higher achievements throughout their academic career, they also tend to get better jobs.

So, early education has many positive effects on early childhood. In order to prepare the millennial generation, their early ages are a fundamental period for individual development for the next age. The early years are a very valuable time in shaping children's mentality, physical development, determining the quality of intelligence and emotional maturity in the future. For this reason, parents' awareness is needed to be able to participate in shaping the quality of intelligent children by including children in early education.

REFERENCES

Levin, R. (1997, May). Ego functions and sociocultural evolution. Paper presented to the American Psychoanalytic Association, Honolulu, HI.

Barnett, W. S. (2003). Better teachers, better preschools: Student achievement linked to teacher qualifications. Preschool Policy Matters, Issue 2. New Brunswick, NJ: NIEER.

Barnett, W. S., Lamy, C., & Jung, K. (2005). The effects of state prekindergarten programs on young children’s school readiness in five states. Rutgers University: The National Institute for Early Education Research.

Heckman, J. J. (2000). Fostering human capital. Talk presented at Aaron Wildavsky Forum, Richard and Rhoda Goldman School of Public Policy, University of California, Berkeley.

Karoly, L.A. and Bigelow, J.H. (2005). The Economics of Investing in Universal Preschool Education in California. MG-349-PF, RAND Corporation, Santa Monica, CA (https://www.rand.org/content/dam/rand/pubs/monographs/2005/RAND_MG349.pdf).

Kyger, M. (2013). The Positive Effect of Early Education. LAUP: The Benefits of Preschool

Schweinhart, L. J., Montie, J., Xiang, Z., Barnett, W. S., Belfield, C. R., & Nores, M. (2005). The High/Scope Perry Preschool Study through age 40: Summary, conclusions, and frequently asked questions. Excerpted from Lifetime Effects: The High/Scope Perry Preschool Study Through Age 40 (Monographs of the HighScope Educational Research Foundation, 14). Ypsilanti, MI: HighScope Press.

Shomos, A. (2010). Links between literacy and numeracy skills and labour market outcomes. Productivity Commission Staff Working Paper, Canberra, August.

Slaby, R., Loucks, S., & Stelwagon, P. (2005). Why is preschool essential in closing the achievement gap? Educational Leadership and Administration, 17, 47-57.

Stipek, D., et al. (2017). “PK-3: What does it mean for instruction?” Social Policy Report, Vol.30/2, pp.1-23.

Van Belle, J. (2016). Early Childhood Education and Care (ECEC) and its long-term effects on educational and labour market outcomes. RAND Corporation, Santa Monica, CA (https://www.rand.org/pubs/research_reports/RR1667.html).

Wilder Research. (2011). Cost savings analysis of school readiness in Illinois. Prepared by Chase, R., Diaz, J., & Valorose, J. Saint Paul, MN: Wilder Research.