QUALITY PROGRAMS FOR ALL CHILDREN

In comparison to the 19^th Century, there have been exceptional changes in the United States public opinion regarding the value and importance of quality services including early care and education for young children and families, in addition to a greater understanding and appreciation for the short and long term developmental benefits. Unlike the 1920’s in which Preschool Programs were originated for children of middle class families and served as a place where researchers and educators could study child development and foster the well being of young children, Preschool Programs today are viewed as a vital preparatory experience for children prior to their entry into kindergarten, and accessible to children of various socioeconomic statuses. Reflecting on the next five years, my hope is that United States public opinion regarding early care and education will remain supportive and appreciative of the exceptional developmental and academic benefits early care and education can yield. I believe support and appreciation will influence early childhood strands of services, systems, policies, and advocacy. The greater the support and appreciation for early childhood care and education, the greater the need for these services become, ultimately increasing its’ quality, accessibility, policies, and advocates eager to advocate for its existence and funding. These influences will have direct implications for young children, families, and the early childhood field. Children will academically and developmentally benefit from the increase in early care and education available in conjunction with the quality of service provided. Families will experience a rewarding feeling knowing that their children receive quality care and education in their absence, while the early childhood field will reap the benefit of acknowledging their priority to provide exceptional care and education to young children, to be exhibited through children’s developmental and academic success.