Rethinking the role of research: New issues and lingering doubts in an era of expanding preschool education |
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| Institution: | 1. Institute of Geological Survey, China University of Geosciences, Wuhan 430074, China;2. Shandong Provincial Geo-mineral Engineering Exploration Institute, Jinan 250000, China;3. School of Water Conservancy and Environment, University of Jinan, Jinan 250022, China;4. Jinan Rail Transit Group Co. Ltd, Jinan 250200, China;5. Shandong Zhengyuan Geological Resources Exploration Co. Ltd, Jinan 250022, China;1. Department of Energy Resources, University of Stavanger, 4036, Norway;2. The National IOR Centre of Norway, University of Stavanger, 4036, Norway;1. School of Engineering, RMIT University, Australia;2. Department of Structure of Matter, Thermal Physics, and Electronics Faculty of Physics, University Complutense of Madrid, Spain |
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| Abstract: | Changing ideas about the role of early education increasingly point toward universal preschool education for all children. This discussion examines issues concerning the long-term effects of preschool experiences and suggests that the value of early education will vary as a function of a matrix of factors including program quality, the vulnerability of individual children, and family needs. The achievements and limitations of evaluation research are described within the context of possible deleterious effects of preschool education. Emphasis is given to the importance of developing ideographic methods of study to achieve more valid assessments of children's response to early education. |
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