El Estudio de Preescolar Perry de High/Scope a la de 40

Presentación del tema: "El Estudio de Preescolar Perry de High/Scope a la de 40"— Transcripción de la presentación:

1 El Estudio de Preescolar Perry de High/Scope a la de 40
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 El Estudio de Preescolar Perry de High/Scope a la de 40 David Weikart was director of special education for the Ypsilanti Public Schools in the 1960s. He shared the district’s concern about widespread school failure and grade repetition as an inadequate answer. Principals showed little interest in school reform. Some children, moving from the South, had not attended kindergarten or first grade and were hopelessly behind. The idea of improving young children’s intellectual ability was in the air. Larry Schweinhart High/Scope Educational Research Foundation Phone , Fax , Web

2 Larry Schweinhart, High/Scope Educational Research Foundation, 600 N
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Diseño Experimental 123 niños pequeños afroamericanos, viviendo en situación de pobreza y con riesgo de fracasar en la escuela. Asignados aleatoriamente a grupos con programa y sin programa. 4 maestros con licenciatura tuvieron clases diarias con de tres u cuatro años de edad e hicieron visitas semanales a sus casas. Los niños participaron en su propia educación planeando, realizando y evaluando sus propias actividades. So David Weikart and his colleagues decided to run a preschool program. Some early childhood educators, however, feared this would not help and might even harm the children. So Weikart and colleagues decided to conduct a study of the program’s effects. From 1962 to 1965, they identified 123 young African-American children living in poverty and at risk of school failure. They defined poverty as parents having little schooling (9th grade average) and low occupational status (unemployed or unskilled jobs), along with high household density (1.4 persons per room). The key to the scientific strength of this study is that children were randomly assigned to program or no-program group – essentially by a flip of the coin. The two resultant groups were almost exactly alike in background characteristics, except that one group got the preschool program and the other did not. The program employed 4 certified teachers serving children with daily class and weekly home visits. This was a program of participatory education, in which children could plan, do, and re view their own activities. Phone , Fax , Web

3 Principales resultados en el tiempo
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Principales resultados en el tiempo In the graph, the pink bar represents the program group and the blue bar represents the no-program group. All the findings presented here are statistically significant with less than 1 chance in 20 of happening by accident. Program effects were found consistently from ages 5 to 40. Combined with the random assignment design, the consistency of these effects makes a strong case for the extraordinary effectiveness of the program. Without the preschool program, only one out of three children were ready for school at age 5, but with the program two out of three were ready. The standard used here was an IQ of 90 or more. By age 14, compared to the no-program group, the program group was more committed to school, as indicated by doing more homework and talking to their parents about school more often. Further, half of the program group attained a basic level of school achievement (10th percentile or better on the California Achievement Tests), as compared to only 15% of the no-program group. More of the program group graduated from high school. At age 40, three-fifths of the program group earned $20,000 or more annually, half again as many as the no-program group. Only two-thirds as many of the program group were arrested 5 or more times. Phone , Fax , Web

4 Mas graduados de preparatoria
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Mas graduados de preparatoria Now let’s look at the findings at age 40. This graph shows that the program group had more high school graduates than the no-program group – half again as many, including more who went to college. Only about half as many of the program group as the no-program group dropped out of school. Phone , Fax , Web

5 Más empleados, salarios más altos
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Más empleados, salarios más altos The evidence indicates that the program group had a higher employment rate than the no-program group. At both 27 and 40, the program group’s employment rate was 23% higher than the no-program group’s. At both 27 and 40, the program group’s earnings were higher than the no-program group’s earning – 20% higher at 27, 36% higher at 40. The same pattern appeared for monthly earnings. The absolute consistency of findings for employment, monthly earnings and annual earnings, at 27 and 40, is strong evidence that the preschool program had lifetime effects on employment and earnings. Phone , Fax , Web

6 Menor cantidad de arrestos por varios tipos de crímenes
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Menor cantidad de arrestos por varios tipos de crímenes The evidence indicates that the preschool program reduced various types of crime cited at arrest – violent, drug, and property. The 31% reduction in violent crime was due mainly to reductions in assault, battery (historically, assault has been the threat of violence and battery has been actual violence – beating), and disorderly conduct. The 59% reduction in drug crime was due mainly to reduction in selling seriously dangerous drugs. The 38% reduction in property crime was due mainly to reductions in larceny, that is, stealing. Phone , Fax , Web

7 Mejor salud y relaciones familiares
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Mejor salud y relaciones familiares In this study, almost two-thirds of the program males as compared to only about one-third of the no-program males raised their own children. This findings was discovered by cross-tabulating males who had a biological child with males who said they had a major role in raising a child. Consistent with the findings for drug crime, 60% fewer program than no-program males reported prescription drug abuse and 32% fewer program than no-program males reported using marijuana. All these and the crime findings indicate that the program helped men become more responsible for their own actions. One of the only health findings for this sample of a little more than 100 people was that 22% fewer program than no-program group members lost a week or more of work for health problems. Phone , Fax , Web

8 Diferentes efectos en hombres y mujeres
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Diferentes efectos en hombres y mujeres The evidence indicates that the preschool program had strong lasting effects on both males and females, but that these effects were different for males and females. The strongest program effect on females was high school graduation: 88% of the program females, but only 48% of the no-program females graduated from high school – only about half as many. But there was virtually no difference between the high school graduation rates of program and no-program males, 61% versus 66%. In contrast, the strongest program effect on males was on arrests by 40: 45% of program males as compared to 69% of no-program males were arrested 5 or more times by 40, only two-thirds as many. Both the percentages and the difference between them was much smaller for females, 24% versus 34%. Phone , Fax , Web

9 Larry Schweinhart, High/Scope Educational Research Foundation, 600 N
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Gran retorno de la inversión (Por participante en dólares constantes del 2000 descontados al 3% anual) One of the most well-known findings of this study is that the preschool program had a large return on investment. The best estimate, using a 3% discount rate, which is similar to an interest rate over and above inflation, is that for each dollar invested, the program returned $12.90 to the public and $4.10 to participants, for a total return of $ As the graph shows, the sources of the return were savings in welfare, education due to less need for special education classes, greater earnings of participants, higher taxes paid on greater earnings, and both criminal justice system and victim costs of crime. Savings in crime costs alone were over 11 times the cost of the program, but even with the crime savings, the program paid for itself. Some would say at $8,500 a year per child, the program is too expensive. But the public cost of every poor child who does not receive this program is not zero, but almost $200,000. Why do we keep choosing to spend $200,000 on big problems that we could prevent by spending $15,000? Government deficits are real, large, and growing. A major reason for them is our failure to make early childhood investments that significantly reduce our social problems before they get out of hand. Phone , Fax , Web

10 Aplicaciones del estudio: Programa
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Aplicaciones del estudio: Programa Los maestros ayudan a los niños a participar en su propia educación permitiéndoles planear, realizar y evaluar sus propias actividades. Los maestros tienen clases diariamente con niños de 3 a 4 años incluyendo aquellos en riesgo de fracaso escolar, con un adulto por cada 8 niños. Los maestros visitan las familias frecuentemente para hablar del desarrollo de los niños. To get the results we got, you’ve got to do what we did. That is the basic principle of scientific replication. We have identified five things you need to do to get these effects. First and foremost, the teachers’ role is to help children participate in their own education by having them plan, do, and review their own activities. In that way, they not only learn school achievement skills, but also the initiative, motivation, and social skills to apply them. Teachers must hold daily classes for 3- and 4-year-olds, especially those whose background places them at risk of school failure. There should be a teacher for every 8 children. Many state programs serve only 4-year-olds, but most of the children in our program attended for two school years. Teachers must visit with families frequently to discuss their children’s development. In our program, teachers visited each family each week. We found programs to be just as successful if teacher visited each family every other week. But surely twice a year is not enough. This is probably the part of the Perry Preschool program that is most different from current practice; but that does not make it any less important. Phone , Fax , Web

11 Study applications: Teachers
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Study applications: Teachers A teacher with a bachelor’s degree and certification in education in every classroom. All teachers receive training, supervision, and assessment that support their participatory educational approach. Every preschool classroom should be led by a teacher with a bachelor’s degree and teacher certification. In fact, all the Perry Preschool teachers had bachelors’ degrees. A bachelor’s degree in education does not guarantee good teaching, nor does its absence necessarily mean bad teaching. But bachelors’ degrees for lead teachers will help all preschool programs have the long-term effects that the Perry program had. All teachers, whatever their educational background, should receive the training, supervision and assessment that support their participatory educational approach. High/Scope provides such training and has found it effective with teachers of all educational levels. The participatory educational approach is supported by systematic observation of programs and children, such as the High/Scope Child Observation Record and Early Literacy Skills Assessment. Phone , Fax , Web

12 Participatory preschool education prevents crime.
In the High/Scope participatory education model: The classroom is arranged into activity areas. In the daily routine, children plan, do, and review their learning activities and engage in small- and whole-group activities. Teachers help children grow by treating them with respect, engaging them in conversation, and supporting their key child development experiences.

13 Larry Schweinhart, High/Scope Educational Research Foundation, 600 N
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Advantages of participatory education High/Scope Preschool Curriculum Study Participatory preschool programs contribute to children’s social development in ways that direct instruction preschool programs do not. We conducted a study of the long-term effects of three models of preschool education – High/Scope, in which both teachers and children took an active role; traditional nursery school, in which teachers responded to children’s interests; and direct instruction, in which teachers provided children with information. While all three groups became more ready for school intellectually, by age 23 the High/Scope and nursery school groups surpassed the direct instruction group socially in a variety of ways. During their years in school, almost none of either the High/Scope or nursery school groups required treatment for emotional disturbance while almost half of the direct instruction preschool group required such treatment. None of the High/Scope group and almost none of the nursery school group were suspended from work as young adults, as compared to over one-fourth of the direct instruction group. Almost half of the High/Scope and nursery school groups engaged in volunteer work as young adults, as compared to only a few of the direct instruction group. Only 10% of the High/Scope group and 17% of the nursery school group were ever arrested for a felony, as compared to 39% of the direct instruction group. Phone , Fax , Web

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Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Participatory education helps teachers and children develop. Training for Quality Study Certified High/Scope trainers have trained over 16,000 early childhood teaching teams, including one-third of Head Start. Classrooms with High/Scope-trained teachers have better learning environments, daily routines, adult-child-interaction, and overall implementation. Children in these classrooms have better initiative, social relations, creative representation, music and movement skills, and overall development. While it is true that the High/Scope Perry Preschool study is based on only one classroom, we have conducted studies of the use of the High/Scope participatory education model in many classrooms. High/Scope has trained and certified teacher trainers since These trainers have trained over 16,000 early childhood teaching teams, including one-third of all Head Start teachers. The Training for Quality Study looked at the effects of these training-of-trainers programs in a design involving 203 trainers, 244 classrooms, and 200 children. It found that classrooms with High/Scope-trained teachers have better learning environments, daily routines, adult-child interaction, and overall implementation. What’s more, it found that children in these classrooms have better initiative, social relations, creative representation, music and movement skills, and overall development. So High/Scope training of trainers programs improves trainers’ training ability; the teachers they train become better teachers; and the children in their classrooms achieve better development. Phone , Fax , Web

15 Other studies find long-term return on investment.
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Other studies find long-term return on investment. North Carolina Abecedarian high-quality child care study conducted by Craig Ramey and Frances Campbell Chicago Child-Parent Centers study Conducted by Arthur Reynolds Elmira, New York, nurse home visiting program study conducted by David Olds The High/Scope Perry Preschool Study was the first study to identify many long-term effects of an early childhood program, including economic return on investment, but it is not the only one. Other studies that have found long-term effects and economic return on investment include the North Carolina Abecedarian high-quality child care study conducted by Craig Ramey and Frances Campbell; the Chicago Child-Parent Centers study conducted by Arthur Reynolds; and the Elmira, New York, nurse home visiting program study conducted by David Olds. Phone , Fax , Web

16 High/Scope’s new emphasis on children’s literacy skills
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 High/Scope’s new emphasis on children’s literacy skills The Growing Readers Early Literacy Curriculum is a set of detailed plans for small-group activities. The Early Literacy Skills Assessment, for any curriculum, is based on interactive reading of a storybook. -- Some components of Growing Readers and ELSA are available in Spanish. -- Preschool participatory education is a great way to teach literacy skills. The High/Scope Perry Preschool study found that the program significantly improved children’s literacy from after its first few months to the age of 19. But new research has identified specific skills that young children can learn to later become better readers – comprehension, phonological awareness, alphabetic principle, and concepts about print. Comprehension is understanding speech or text. Phonological awareness is hearing the sounds of speech that make up words. Alphabetic principle is knowing how letters represent speech sounds and vice versa. Concepts about print involve how print is organized and used for reading and writing. High/Scope’s new Growing Readers Early Literacy Curriculum is a comprehensive set of detailed plans for small-group literacy instruction. It includes 90 teacher-led small-group activities and an accompanying children’s book collection. High/Scope’s new Early Literacy Skills Assessment is in the form of a children’s storybook titled Violet’s Adventure that engages children in a task that is personally meaningful, takes place in a real-life context, and is grounded in a naturally occurring instructional activity. Both the curriculum and the assessment are available in Spanish. Phone , Fax , Web

17 Growing literacy and social skills Head Start FACES Study
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Growing literacy and social skills Head Start FACES Study Also, children in High/Scope Head Start classes improve become more cooperative and less hyperactive than children in other Head Start classes. Use of the High/Scope participatory education model has independently been shown to improve Head Start children’s literacy and social skills. The Head Start Family and Child Experiences Survey, called the FACES study, examines a nationally representative sample of Head Start children and families. It found that Head Start children improve by half a point in their letter and word recognition skills during Head Start, but that children in High/Scope Head Start classes improve by more than 1½ points. Similarly, Head Start children improve their rated cooperation skills by 2 points during Head Start, while children in High/Scope Head Start classes improve by 2.3 points; and Head Start children exhibit less hyperactivity over their Head Start year, dropping from 3.0 to 2.1, while High/Scope Head Start children begin the year at a much lower rate of 1.4 and drop even lower to 1.2. These findings are important because they show that Head Start teachers who say they use High/Scope do a better job than those who say they use some other approach, regardless of how well they have been prepared to teach High/Scope. Such findings are the ultimate test of an educational model – not whether it works in a hothouse with special supports, but whether it works out in the field just as it is. Phone , Fax , Web

18 Larry Schweinhart, High/Scope Educational Research Foundation, 600 N
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 Four preschool characteristics predict children’s later ability around the world. IEA Preprimary Study Having free-choice, participatory learning activities. Having few whole-group activities. Amount and variety of materials. Teachers’ schooling. The IEA Preprimary Project is a multi-national study of preprimary care and education sponsored by the International Association for the Evaluation of Educational Achievement. High/Scope Foundation worked collaboratively with research teams representing 15 nations in Europe, Asia, and North America on all aspects of the project. Its purpose was to identify how characteristics of various community preprimary settings affect children’s language and intellectual development at age 7. Out of a massive data set on over 5,000 children in 1,800 settings, four preschool characteristics were found to predict children’s later ability at age 7 regardless of country. Having free-choice, participatory learning activities in preschool settings predicts children’s later language performance. It appears that children’s opportunities to have conversations are more important to language growth than anything else, even preacademic instruction. Having fewer whole-group activities in preschool settings predicts children’s later intellectual performance; whole-group activities seem to stifle children’s intellectual growth. The amount and variety of materials, commercial or noncommercial, predicts children’s later language performance. Teachers’ years of schooling, general not teaching-specific, predicts children’s later language performance. It is striking how well most of these characteristics match up with a participatory education approach. Phone , Fax , Web

19 Larry Schweinhart, High/Scope Educational Research Foundation, 600 N
Larry Schweinhart, High/Scope Educational Research Foundation, 600 N. River St., Ypsilanti, MI 48198 March, 2005 The mission of the High/Scope Educational Research Foundation is to lift lives through education, particularly participatory education. To achieve this mission, we engage in curriculum development, evaluative research, teacher training, and publishing and communication. To see how we can help you, visit our website at Phone , Fax , Web