Paper Summary:

This paper claims that current research and evidence does not appear to support the correlation of long-range academic achievement and student success for students who have attended academic versus developmental pre-kindergarten programs. The purpose of this paper is to determine if both programs provide the children with a head start on their educational journey. The paper also determines if one approach over the other effectively addresses the following areas: Personal and social competencies; effectiveness in learning; physical and motor competencies; and safety and health.
Outline
Statement of Thesis
Introduction
Literature Review
Behavioral Elements
Conclusion

From the Paper:

"There are only a minority number of school kindergarten teachers who express a belief that children who begin academic instruction in the areas of reading and math will perform better in elementary school. In fact, only 30 percent think that preschool instruction of this nature has any type of lasting value with only 15 percent of teachers holding the belief that most children should be taught to read in kindergarten and 44 percent believing that children in kindergarten should not be given instruction on reading unless showing a specific interest. However teachers who are practicing in schools where poverty is predominant are more apt to believe in early formal instruction and the value of that instruction. "

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