BENEFITS OF EARLY EDUCATION

BENEFITS OF EARLY EDUCATION

We know that the future belongs to our children. We want the very best for them and we want to provide the best support for them as they develop and grow. We know that children, from an early age, show curiosity towards their environment, as well as the objects and people that surround them. This early curiosity represents a crucial opportunity to learn and to assimilate knowledge. Early childhood education takes advantage of this opportunity and provides a number of benefits for learning and development in both the short and long term. Thus, learning programs in the first five years of life have unbeatable advantages over the assimilation of certain training and educational aspects in minors.

Training and self-esteem

A longitudinal study, completed in 1976, evaluated the effects of early education in a group of young boys and girls. The results of this study, developed by the SRCD (Society for Research in Child Development, 1981), concluded that minors who participated in the early education program had a significantly more positive attitude towards learning than those who did not participate; showed more clarity to recognize their strengths and aspirations, and expressed feeling greater security when making decisions.

The Journal of Research in Childhood Education published a similar article in 2017, introducing the results of a study of children who attended an early education opportunity project in underserved areas of the United States. The article concluded that the children in the project not only showed a better attitude towards learning and academic performance than their peers, but also showed greater emotional maturity, self-confidence, and self-esteem.

Assimilation of language and second language

Quality early education can enrich the communication skills of children: educational support during the first 5 years of life is correlated with the development of outstanding competencies in the area of linguistics and literature (Landesman, 2007). Likewise, in a school environment, girls and boys are encouraged to communicate with each other through play or teamwork, which enriches their abilities to verbally express emotions, ideas, and concerns.

At the same time, the learning of a second language at an early age encourages children to develop a deep knowledge of the new language, almost as if it were their mother tongue. This, according to a study published by the University of Cambridge (2006), is connected to the fact that minors learn the new language in context and by practice, at a higher speed than in other stages of life.

Our approach at The Edron Academy

At our School, we take these benefits into account and we are convinced that each child can reach their highest potential if given the right tools. Our early education program, based on the standards established by the EYFS (Early Years Foundation Stage) and the English National Curriculum, encourages children to learn and practice English from their first years of life. Both the EYFS and the English National Curriculum aim to generate a successful, healthy, and inclusive educational environment, and they focus on meeting the different needs of children so that they generate confidence in themselves and a positive attitude towards learning. These values are fundamental to the Edron, where children can expand skills that will reap benefits for their academic, social, and personal life.

Conclusion

The benefits of early education are considerable. Now, as a School, we have the responsibility to provide the highest quality in the care of children and their education, always considering the well-being of our children as a priority. We know that the first years of life are crucial for both academic and personal growth. Therefore, our goal is to create a safe, happy, and successful environment where children can explore, play, and learn, to get the best out of this stage.

Elena Rubio

Head of Kinder

Bibliography

• Bakken, L. et. al . “Early Childhood Education: The Long-Term Benefits”. Journal of Research in Childhood Education, April 21, 2015. Available on:

https://www.tandfonline.com/doi/full/10.1080/02568543.2016.1273285

• EYFS, “Principles for early years education”. Available on:

https://www.foundationyears.org.uk/wp-content/uploads/2012/10/Curriculum-guidance-for-the-foundation-stage-Principles-for-early-years-education.pdf

• Lazar, I. and Darlington, R. “Lasting Effects of Early Education: A Report From the Consortium For Longitudinal Studies”. Monographs of the Society For Reasearch in Child Development, 1982, Vol. 47, No. 2. Available on:

http://www.jstor.com/stable/1165938

• Landesman, S. “Early Educational Interventions: Principles of Effective and Sustained Benefits from Targeted Early Education”. Handbook of Early Literacy Reasearch, 2007. Available on:

https://books.google.com.mx/books?id=Lyxgk3cF6B4C&hl=es&source=gbs_navlinks_s

• Nikolov, M., Mihaljević Djigunović, J. “Recent Research on Age, Second Language Acquisition, and Early Foreign Language Learning”. Cambridge University Press, 25, octubre, 2006. Available on:

https://www.cambridge.org/core/journals/annual-review-of-applied-linguistics/article/recent-research-on-age-second-language-acquisition-and-early-foreign-language-learning/0FA91DE813DDD9D044B4DBDBF349EDEB

https://doi.org/10.1017/S0267190506000122