The article “The Preschool Puzzle” explores the necessity and benefits of a universal preschool program. The author examines models that were initially implemented, in the early years, in an attempt to verify the significance of preschool programs, and whether they are worth the taxpayers’ money. Weir (2014) observes that when the funding of the state for preschool programs increase the number of children benefiting from such programs increase significantly. For example, a Pew Charitable Trust report of 2011 indicated that in 2000 only 700,000 children could access preschool education, while in 2011 the number increased to 1.3 million children (Weir, 2014).
The target groups for such funding were low income and middle-aged communities, and the state hopes that the programs will benefit young people. However, the big question was on the future impact of such systems. Weir (2014) examined that the Abecedarian Project was scheduled to group kids to full-time educational programs or to control groups without any service. The result of this was that in the future the children had presented benefits in cognitive developments. These individuals also had higher academic performances and had a likelihood of going to college.
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"The Preschool Puzzle".
Another program, the Head-start project took a similar design but presented different results. In the first periods, the results were unconvincing despite the children attending the program having high scores on intelligence tests, as compared to those in control groups. On the brighter side, these individuals showed positive effects in high school where there were high graduation rates. There was a possibility of short-term cognitive benefits fading, but the social benefits were of a more extended benefit into adulthood. Eventually, Weir (2014) emphasized that educating and training teachers through approved systems would have a significant impact on the quality of preschool programs.
The most significant concept of the article is how teachers deliver preschool programs to young individuals. Weir (2014) argues that the financial aspect of preschool education is not as significant as the actual delivery of a program. For instance, The Abecedarian and Perry projects both followed a similar approach but presented different outcomes. It could be a result of the method teachers use when education preschool children. According to Weir (2014), the quality of the interaction between a teacher and a student plays a significant role in determining the outcome of preschool education. Booren et al. (2012) also emphasize that the interaction between children and teachers is vital to the academic and social outcome of a child. According to Booren et al. (2012), children who experience warm and positive relationships are highly likely to acquire high achievements and social competence. Weir (2014) claims the quality interaction does not come naturally to all teachers as some may require training and guidance. It is for such reasons that the CLASS system was developed and introduced to assist educators to have effective delivery of programs to young children (Weir, 2014).
As noted in Booren et al. (2012) perspective, children receiving positive preschool education are likely to present high educational achievements and social competence. Weir (2014) adds that social learning remains to be valuable to the development of any child. She argues that there cannot be cognitive benefits without any social benefits. In this case, Weir (2012) explains that when the cognitive development is supported, there is a high chance that the child will become engaged and automatically build their social relationships. Zigler et al. (2006) examined the significance of early childhood education emphasizing that it addresses cognitive and social-emotional skills. The argument is based on the concept that neuroscience advances imply that neurobiological features underlying the integration of emotion and cognition share specific areas and functions of the brain (Ziglar et al., 2006, p.144). Preschool education is essential to any kid as it prepares the child for the future and would determine their emotional, social, and cognitive, as well as ethical approaches to adult life. Weir (2014) and Booren et al. (2012) observed preschool education provides a chance for productive individuals in society. Booren et al. (2012) believe the teacher must identify significant support and resources required by a child as they navigate the requirements of various settings. However, such aspirations may not be achieved when the teachers do not receive adequate support from the society.
Universal preschool education is crucial as it has a significant impact on the future. For instance, Karoly and Bigelow (2005) note that the Perry project enabled the government to save about $3000 for every child. It is viewed in the aspect that education allows individuals to be independent, especially, as Weir (2014) and Booren et al. (2012) note the positive impact in the cognitive and social aspect of such children later in the future. As they become adults most of these children may become successful adults, which means there will be fewer individuals depending on welfare (Karoly & Bigelow, 2005). Karoly and Bigelow (2005) also note that such programs are beneficial to the parents. For example, it was noted that mothers of children who were under the Abecedarian project improved their earnings and occupational status in comparison to those in the control group (Karoly & Bigelow, 2005). As it can be observed the universal preschool education has more benefits to the society and it can allow the government to save on future expenditures. It may seem a burden at the moment, but when these children receive taxpayer support, there is likeliness that they in the future they will be in a position to support upcoming generations.
