Should and Why Should Children Attend Preschool?
This is a question that has preoccupied the scientific community for years.
Observing the attitude towards child-rearing in urban societies, we should probably distinguish between attending daycare in infancy and early childhood from preschool education.
Historically, preschool education—conceived in the twentieth century—was considered a means to promote children’s development to better cope with school attendance and the complexity of urban life.
After 1960, preschool education was promoted as a means to combat school failure for children living in conditions of poverty, illiteracy, and poor educational stimuli. Nowadays, the need has changed because of the high percentage of working mothers and the limitations of the family and the micro-society, as described at the beginning of this article.
However, attitudes and solutions, as shaped in our country, are not the same everywhere. For example, in the USA, in early childhood:
- 30% of children are cared for at home
- 36% of children are cared for in another home
- 25% of children are cared for in daycare centers
- 25% of children are cared for by their parents
As it appears, there is a significant percentage (36%) of children being cared for in small groups in other homes, a practice that has not developed much in our country.
Every method of caring for and raising infants and toddlers has been evaluated.
In-home care, being a private matter, has few known and comparable aspects. It is, of course, given that children’s biorhythm and daily routine are more stable, which is positive, but they come into contact with fewer children, which is a disadvantage.
Care in families brings children into contact with people outside the family circle, as well as with other homes and children from other families. Children usually participate in groups of various ages. The routine resembles that of home. In other countries, authorities grant licenses to families offering home care, provided they meet specific conditions. However, this is often violated, resulting in poor-quality care.
Daycare centers operate with licenses and usually offer a broader variety of learning experiences. According to various studies, the quality of care varies. However, there are daycare centers emphasizing discipline with an academic curriculum, as well as those focusing on social development and allowing children to take initiatives in activities.
Studies show that the cognitive development of middle-class children in daycare centers is as good as that of children raised at home with their parents. In contrast, children from very low educational backgrounds develop significantly better—especially after the age of 2—in the context of daycare centers.
Children attending daycare centers seem to be more self-sufficient and independent, express themselves better verbally, have more knowledge, and feel more comfortable in new situations. This is evident because, at home, the desires and needs of young children are anticipated, and social awkwardness and communication difficulties are covered. In contrast, children attending daycare must have better relationships with adults, adapt to a common schedule, and interact satisfactorily with other children. They have more opportunities to turn to peers for companionship, care, entertainment, and a sense of belonging.
They have the opportunity to recognize their weaknesses and strengths. Friendships developed have a positive impact on cognitive abilities and social behavior. Their collaborations around a game or a common activity are fragile. They last a short time and often dissolve with intensity. This fragility of groups gives them the ability to access another group or play alone. They learn to deal with rejection and acquire communication skills.
[Mini College, bilingual nursery & kindergarten, Kifissia]
