Although many studies have been done in the past concerning childhood education, a complete set of sophisticated recommendations on how to strengthen the existing policies have not been made. A good beginning to the life of a child is the basis for better development in the future both socially and academically. There has been a consensus that children during their early development need to be in a stimulating environment. Research based reports for federal, state and local early childhood policies have failed to address some issues facing the education sector especially teacher productivity.
Assessing the relationship that exists between efficiency of teachers and their determination requires analysis of the effects of labor in the early childhood schools. The main concern of the paper will be to assess the success of the input of labor in the education system. While assessing this circumstance, it will be required that capital inputs to the system are kept constant. A difficulty may arise in modeling the knowledge production capacity because of the difference in backgrounds of the various populations in different schools. Evaluating the impact of a strike to the performance of children the teacher is involved should provide policy makers with a substantial dispute resolution process that would not have a negative impact on performance.
The education production function is a phenomenon that involves the knowledge acquisition process of a child and the standard productivity in the production process. If interested institutions recognize its importance, then a more integrated early childhood education can be developed while avoiding labor strikes because children are entitled to high quality and developmentally appropriate preschool programs. Currently preschool policy implementations seem to be speedily done; rarely do the implementers consider the welfare of the concerned labor inputs. However, it is also essential to note that parents assume the role of being the first teacher to their children. Research done reveled that there is a relationship between labor unrests and productivity in schools. The quality of teacher as measured by performance shows statistical evidence on a drop in the children performance. The complex mix of childcare provisions also seems to have an impact on childhood education. With the education being conducted by a diverse range of service providers with staffs with having different kinds of qualifications it is extremely hard to standardize it. Standards to guide on professionalism in childhood educations are extremely sparse with individual states developing unrelated ones. Surveyed teachers felt that they were not satisfied with the existing guidelines on the same. A substantial difference in the attitudes between the school administrations and the teachers was realized during the survey, but the problem is whom the service provider will be.
Accessibility to affordable and quality early childhood education is a concern to many parents with quite a number of private and independently operated being expensive as compared to the public preschools. These private care providers are well organized in their operations with the majority being members of professional association. Daycare schemes are also expanding to meet needs of families requiring individualized home care for babies while teaching them some social skills early in life. Standard based assessments should be used to align the instructions and level of education acquired in these institutions. Descriptive statistics from various districts show a significant difference in public preschool attendance.
The early child hood education available is a blend of various programs thus problematic to researchers, policymakers and even parents. The terms terminology used in the various programs is inconsistent with others using the term early child education to refer to a specific program instead of using it as a general term to refer to all available programs. The system lacks critical aspects such as a focused governance and accountability mechanisms leading to inequitable distribution of resources and provision of services. It should be the responsibility of state and local governance to ensure that there is program consistency and equity in distribution of resources.
Children born into families living below the poverty line has an extremely negative effect on them. They are likely to have poor nutritional diets as well as poor general life this lowers the infant mortality rate and the proportion of children immunized against childhood diseases. This put predisposes them to many problems and is detrimental to their learning in schools. Research in the past has shown that poverty is detrimental to school achievement and children experiencing this disadvantage fare less well than those who do not experiencing the same conditions. Collecting information from a large number of children and having the impact of their interactions with the teachers analyzed using an available metric. This analysis is critical during policymaking because it gives a comprehensive view of childhood interaction tendencies, which are necessary in developing a learning setting.
A robust research agenda and greater focus on the human services input into the system instead of the curriculum based researches that are currently being sponsored by the department of education should be implemented.. This research focuses on the children themselves and the labor inputs. Priority should be given to the two since they are the most fundamental aspects and establishing the challenges facing them will be part of solving the cause of early childhood education. A systematic inquiry to collect data and other necessary information should be adopted. Data collection and analyses most be inclusive of all the available programs and population sub-groups. The research will be able to provide a comprehensive overview of the labor input and children. Annual surveys on childhood teachers and learning settings will be analyzed and published. This data will be significant to ascertain the essential elements that should be improved and their interrelationship in the educational system. In terms of return on resources invested in it, is essential that fiscal and cost analysis should be done.
The research was conducted through both collecting information from both primary sources and secondary sources. Direct interviews with teachers and administrators were conducted as well as parents of children attending these institutions. Consultations with various district early childhood education officers were done while still collecting statistics from their offices of the previous kind of researches done on the topic. An effective research will be realizable only if there is a specific problem analysis. This can be demonstrated by highlighting the problem all through.
Child & Family Policy Center & Voices for America’s Children (2004). Early Learning Left
Out: An examination of public investment in education and development by child age.
Washington, DC: Child & Family Policy Center & Voices for America’s Children.
Darling-Hammond, L. (2000). Teacher quality and student achievement. A review of state policy evidence. Education Policy Analysis Archives, 8(1), 1–49.