This letter is in response to the editorial ''Take time with school regulations'' dated Thursday, May 10.
The author of the article states that what works (for educating young children) is unstructured exploration in settings that do not try to give 3- and 4-year-olds an early start on academic performance. As a professor of Early Childhood Education at Youngstown State University, I wholeheartedly agree with that statement. That is exactly the focus of high-quality, developmentally appropriate preschools.
Dr. David Elkind, child psychologist, professor in the Department of Child Development at Tufts University and a leader in the field of early childhood education, cautions educators against ''pushing down'' the curriculum from upper grades to the primary grades and preschools. He believes strongly in the importance of play in the lives of children in order for them to gain the skills needed to learn about the world and interact with others.
The author of the editorial in question does not distinguish between developmentally appropriate and inappropriate preschools and assumes that all preschools have rigorous academic goals.
Because of parents' work schedules, the structure of the family, various family situations or parental preferences, a vast number of young children attend out-of-the-home children care settings. Parents of young children have a variety of choices to select from for childcare, including centers that provide mediocre care that might amount to little more than babysitting, centers that have rigorous academic goals, or high-quality, developmentally appropriate centers.
High-quality centers that have received NAEYC (National Association for the Education of Young Children) accreditation or are ODJFS Star rated centers in Ohio provide opportunities for children to explore, investigate and learn socially acceptable behaviors. The High / Scope Educational Research Foundation findings from research conducted over time from the Perry Preschool Project underscore the importance of appropriate, hands-on learning as it contributes to the well-being of the children, families and the communities in which they live.
Children in developmentally appropriate preschool environments learn the much-needed social skills of sharing, turn taking, and listening in order to be successful in kindergarten.
Ohio's children need to have a good foundation in order to compete in the world market. Here in the Mahoning Valley, many dedicated individuals work diligently to provide that strong foundation for young children without focusing on rigorous academic achievements.
High-quality, developmentally appropriate educational settings for young children cost more than mediocre care, but cost approximately the same as an academically rigorous program. Parents of low-income youth may not have the means to put their children in high-quality, developmentally appropriate programs that provide alternatives to playing in unsafe neighborhoods.
More funding is needed so all parents can select quality centers for their children. West Virginia has it RIGHT in spending more on preschool.
Education built on a strong foundation starts with very young children. There should be a giant rush to INCREASE, NOT DECREASE, state funding for high-quality, developmentally appropriate early childhood preschools.