Early Childhood Programs in Other Nations: Goals and Outcomes

• Published in: The Future of children Vol. 5; no. 3; pp. 94 - 114
• Main Author: Boocock, Sarane Spence
• Format: Journal Article
• Language: English
• Published: United States Center for the Future of Children, the David and Lucile Packard Foundation 1995
• Subjects: Academic Achievement; Adolescent; Asia (East); Australia; Canada; Child; Child care; Child Development; Child, Preschool; Childhood; Cognitive Development; Colombia; Comparative Analysis; Control groups; Countries; Cross-Cultural Comparison; Crosscultural Analysis; Curriculum - trends; Developing Countries; Early Childhood Education; Early Intervention (Education) - trends; Educational Programs; Educational research; Educational Status; Europe; European Community; Federal Republic of Germany; Female; Forecasting; Foreign Countries; France; Goals; Humans; India; Infant; Ireland; Japan; Learning Disorders - prevention & control; Learning Disorders - psychology; Male; New Zealand; North America; Outcome and Process Assessment (Health Care); Pacific Rim; Parents; Personality Development; Preschool Children; Preschool Education; Program Effectiveness; Program Evaluation; Psychosocial Deprivation; Quality Assurance, Health Care - trends; Singapore; South Korea; Sweden; Turkey; United Kingdom; United States of America; New Zealand; Colombia; Australia; Asia; North America
• DOI: 10.2307/1602369
• ISSN: 1054-8289

United States interest in the potential early childhood programs have for improving outcomes for children is shared by policymakers and researchers in many other nations. Throughout the world, enrollments in preschool and child care programs are rising. This article reviews international research documenting how participation in early childhood programs influenced children's later development and success in school. Studies conducted in 13 nations (Australia, Canada, Colombia, France, Germany, India, Ireland, Japan, Singapore, South Korea, Sweden, Turkey, and the United Kingdom) are included, along with key features of each nation's provision of early childhood programs. The article summarizes conclusions that are supported by research in various countries, indicating that participation in preschool promotes cognitive development and school success, although the specific type of program attended matters little. Preschool experience helps low-income children narrow, but not close, the achievement gap separating them from more advantaged children. International evidence also suggests that maternal employment and reliance on child care do not harm children and may yield benefits if the child care is of good quality. The author draws insights from the experience of other nations concerning such issues as defining quality, the effectiveness of early childhood programs in redressing social and economic inequities, and understanding how research can influence policy.