The Perry Preschool Study

Research can be beneficial in the field of early childhood.  Take for instance the High/Scope Perry Preschool Study.  This research project studied the affects of high-quality preschool education for children living in poverty.  The research study identified 123 low-income African American children who were considered to be at high risk of school failure.  58 of them received high-quality preschool for two years prior to starting kindergarten and 65 of them received no preschool services.  These 123 children have been followed over a span so far through 40 years old.  There are significant gains in the children who attended the preschool program compared to those who did not attend the preschool program.  During schooling years, children who attended the preschool program performed better in school and had better attitudes towards school, had less disciplinary problems, and required less specialized services, overall saving the school money and resources. Into adulthood, those who attended preschool had less trouble with the law, had higher rates of holding employment with larger annual earnings, and maintained assets such as cars and a stable home.  They were also more involved in the lives of their own children and less likely to live off of others including their use of social services.

Overall, this study has shown that those who attended a high-quality preschool program had an economic return of $244,812 per participant.  This return on investment stems from crime savings, savings from education special services, increased taxes because they were higher wage earners, and reduced use of welfare services.  Certainly this study does not just prove that high-quality preschool is beneficial to low-income families, but this research project made significant impacts on those children and their families who attended the preschool program.  Children who possibly otherwise would not have been able to attend preschool because of their financial situation, were provided the opportunity to start on a positive educational path that had direct impact on their lives long term.  It is an impact that could carry on through generations as they stress the value of high-quality preschool for their own children.  Research projects such as this do benefit society, but more closely they benefited those who participated.

If we look at this from an ethical stand point, there are many other questions that come to my mind however.  Was this fair to the children who were put in the group who did not attend preschool?  What long term affects has it had for those who missed out on the opportunity.  Were families and children able to choose if they wanted to attend preschool or if they wanted to be in the group that did not go?  Did the children who attended preschool perform higher because they knew they were being monitored and observed over a life time?  Was more emphasis put on education because of the financial gains and incentives that were put in place while they were younger.  For those who did not attend preschool and saw the advancements of those who did, will it make an impact to their view of education when it comes to sending their own children to preschool?  While I believe this study showed great improvement in the field of early childhood, was it considered the fairness of those who did not have the opportunity to go, did financial incentives change family thought and emphasis on education, and was there generational impacts? 

Reference:
More information on this project can be found at http://www.highscope.org/file/Research/PerryProject/specialsummary_rev2011_02_2.pdf 

The High/Scope

Perry Preschool Study

Through Age 40

Summary, Conclusions, and

Frequently Asked Questions

Research Topic

I have chosen to research the benefits of children who develop a large emotional vocabulary in relation to self-regulation and the development of prosocial skills. I chose this topic because I believe that more educators needs to be proactive in supporting emotional understanding in children intentionally and incidentally.  I believe that we don't provide enough emphasis on teaching children to label, understand, and properly express both simple and complex emotions.

While researching different articles and previous studies that I could use in this project, I realized a few things that I had not considered.  I had not considered how gender or culture may affect children's emotion understanding.  I was hopeful to find lots of research that had already been done that showed relations between children who had a large emotional vocabulary and those who did not in their regular behaviors.  I wanted to be able to read about correlations in how they expressed emotion and how they were better able to display prosocial skills such as showing empathy for others.  However, I did not find very many articles or specific research that has been done with preschoolers in this area.  I am hopeful that with more research, I will be able to find additional supporting material.

I did find several websites however that were helpful in providing lots of information regarding building social emotional development in children.  There were many curriculums, training materials, and other resources that could be used, but not that specifically focused on building emotional vocabularies.  I hope to be able to find useable assessment tools that will be able to help track emotional development, vocabulary skills, expressive traits, and their link to behaviors.  I am open to ideas and suggestions from others!

A couple resources of previous studies I found helpful in this search are Preschool Children's Views on Emotion Regulation: Functional Associations and Implications for Social-Emotional Adjustment by Dennis & Kelemen, 2009 from the International ournal of Behavioral Development.  Another study is called Preschoolers' Understanding of Simple and Complex Emotions: Links with Gender and Language by Bosacki and Moore, 2004 in the journal called Sex Roles.  Both of these studies use puppets with children to role play different scenarios.

Building Research Competencies

Here we go on an eight week journey in learning to research :)