Preschool Education

Preschool education (or infant education) is the provision of learning to children before the commencement of statutory and obligatory education, usually between the ages of zero and three or five, depending on the jurisdiction. In some places, such as the United States, preschool precedes Kindergarten and the normal primary school system. In others, including much of Europe, preschool and Kindergarten programs are the same early childhood education programs. Preschool programs may be part of or separate from child care services needed by working parents. They may be government-run programs or private ventures. Some countries provide significant subsidies to pay for the costs of the programs.

The child’s quest to satisfy the needs of success/worth, fun/enjoyment, freedom/choice, and belonging/respect/love forms the basis for healthy development and lifelong learning. Preschoolers are dependent upon an instructor for acquisition of knowledge. This early learning requires development of factual knowledge, skills, and training. The child must build initial schema by adopting knowledge from the instructor through use of the child’s own senses. This acquisition of knowledge through Visual/Spatial, Musical/Rhythmic, and Bodily Kinesthetic intelligences requires an instructor to demonstrates, manipulate, observe, measure, and modify behavioral change in a specified direction, and to encourage the preschool child to discover that there is no distinction between learning and having fun. Typically, such conditioned responses, memorization of facts, rules, and terminology, is done through stimulation of the senses which is consistent with the Behaviorism of Condillac, 1754/1982, 1756; Itard 1801/1962; and Skinner, 1954. The use of natural consequences, rather than punishment, develops a sense of belonging, freedom, power, and fun that enables the child to make good personal choices, take responsibility for their own actions, and instigate needed personal growth. Young children are vulnerable to self-blame that can results in a sense of helplessness, which diminishes achievement. When adverse events (such as the parent’s displeasure, ridicule of other children, low scores, poor showing in competition, shouting from the caregiver, or the ‘birch rod’) are used rather than positive reinforcement, the results are anxieties, boredom, and aggression rather than reinforced learning. Adults asking questions, (helping children think through problem solving with hands on experiences) develops critical, logical thinking and positive social bonds. Allowing children to solve problems anyway they want, (as long as it does not hurt anyone else), enhances their self-esteem, avoids intimidation, allows for natural consequences, and requires the child to consider multiple possibilities and outcomes.