Open access peer-reviewed chapter
Abstract
This research explores the various perspectives on preschool education and care, including historical, philosophical and methodological perspectives. The study provides an overview of different models of preschool education, such as play-based, academic, Montessori, Reggio Emilia and Waldorf, and examines the role of curriculum and assessment in supporting children’s learning and development. Additionally, the study highlights the importance of teachers and caregivers in creating a safe and supportive learning environment for young children and the significance of family involvement in preschool education and care. The research also discusses the challenges and opportunities in providing quality preschool education and care, including funding and access issues. Finally, the study explores emerging trends and analyses in the field, including the use of technology in the classroom and the role of preschool in closing the achievement gap. Through a qualitative research approach, literature was reviewed, categorised, and analysed to understand the diverse perspectives better on preschool education and care and their impact on young children’s development and future success.
Keywords
- assessment
- care
- child-centred
- pedagogy
- perspectives
- play-based
- preschool
- supportive
1. Introduction
Early childhood education and care is a critical phase in children’s lives, laying the foundation for their future academic, social and emotional development. Preschool education and care programmes aim to support young children’s learning and development, allowing them to explore, experiment and develop their skills in a safe and supportive environment [1]. However, there are multiple perspectives and approaches to preschool education and care, each with guiding principles and methods. In this chapter, we will explore these different perspectives and approaches to early childhood education and care, including the models of preschool education, the philosophies and methods that guide preschool education, the role of teachers and caregivers, family involvement, quality standards, challenges, opportunities and future directions. By understanding these diverse perspectives, we can gain a comprehensive understanding of the field of early childhood education and its impact on children’s lifelong learning and success.
2. Methodology
Perspectives on preschool education and care were reviewed and analysed using a qualitative research technique. Through academic resources, including ERIC, JSTOR, Google Scholar and EBSCOhost, pertinent papers, books and reports were found using a systematic review methodology [2]. Preschool education, early childhood education, play-based learning, curriculum and evaluation, teacher and carer responsibilities, family participation and quality standards were some of the search phrases used. Publications focusing on perspectives, strategies or tactics associated with preschool education and care met the inclusion requirements. Publications with a primary or secondary school theme were excluded.
A total of 59 papers were chosen for examination after the screening. A theme analysis method was used to read the publications and code them. The categories and subcategories formed from the codes were honed after recurrent analysis [2]. Among the types were historical views, preschool education paradigms, philosophical and methodological underpinnings, curriculum and assessment, responsibilities of teachers and carers, parental engagement, quality standards, possibilities and difficulties and future orientations.
The study included locating patterns, trends, and gaps in the literature and analysing [3] the benefits and drawbacks of various methods and procedures. The results were presented utilising important topics and ideas. The study’s limitations included the possibility of bias in the choice and analysis of publications and the constrained breadth of the literature review. Yet, the study offers a thorough summary of the state-of-the-art regarding various perspectives on preschool education and care.
3. Importance of early childhood education and care
Early childhood education and care (ECEC) are a critical phase in a child’s development [4]. Research shows that providing quality preschool education and care can have numerous benefits. Quality ECEC programmes provide children with opportunities to explore, experiment and develop their skills in a safe and supportive environment, helping them to achieve academic, social and emotional success. One of the most significant benefits of quality preschool education and care is improved educational outcomes. Siraj et al. [5] contend that Children who attend quality ECEC programmes have better literacy, numeracy, and cognitive skills than those who do not. This is because quality ECEC programmes support children’s early learning and development, providing them opportunities to engage in activities that build their foundational language, literacy and numeracy skills. This strong foundation can positively impact children’s academic success throughout their schooling and beyond [6].
In addition to educational benefits, quality preschool education and care can also have significant social-emotional benefits for children. Preschool programmes allow children to interact with peers, learn social skills and develop positive relationships with adults. This social interaction can help children to develop empathy, communication skills and a sense of belonging, which are crucial for success in school and life [7].
Finally, quality preschool education and care can also benefit children emotionally. According to Bierman et al. [8], preschool programmes provide a safe and supportive environment where children can explore their emotions, develop self-regulation skills, and build resilience. This emotional support can help children manage stress, cope with difficult situations and build self-esteem.
Providing quality preschool education and care is crucial to a child’s future. It supports children’s holistic development, laying the foundation for future academic, social and emotional success. By providing children with the tools, they need to succeed in school and beyond, quality preschool education and care can help to close the achievement gap and promote a brighter future for all children [9].
4. The evolution of early childhood education and care from informal caregiving to formalised preschool programmes
Early childhood education and care have evolved significantly, from informal caregiving provided by family members and neighbours to formalised preschool programmes now widely recognised as essential to early childhood development. In the early days of childcare, families relied on informal caregiving provided by family members, neighbours, or hired help [10]. Children were often left to play and explore independently, with limited adult supervision or structured activities. This informal approach to childcare began to change during the Industrial Revolution, as more parents began working outside the home and needed reliable childcare options [11]
Friendly and Prentice [12] noted that formalised preschool programmes began to emerge in the late 19th and early 20th centuries, mainly in response to the needs of low-income families. These early programmes were often operated by charitable organisations or religious groups and focused on providing basic care and education to children of working-class families. In the mid-20th century, early childhood education and care began to gain greater recognition as a crucial component of child development [13]. Zhang et al. [14] posit that early childhood experiences could impact children’s cognitive, social and emotional development. This led to a greater emphasis on early childhood education and care, with policymakers and educators recognising the importance of providing quality preschool programmes to all children, regardless of socioeconomic status.
Today, formalised preschool programmes are widely recognised as an essential component of early childhood education and care, focusing on providing high-quality care and education that support children’s holistic development. Preschool programmes are now available to children of all ages and socioeconomic backgrounds, with various approaches and philosophies that guide their operation [15].
Overall, the evolution of early childhood education and care from informal caregiving to formalised preschool programs reflects a growing recognition of the importance of early childhood experiences on a child’s development. Quality early childhood education and care can support children’s learning and development, laying the foundation for future academic, social and emotional success [15].
5. Models of preschool education
The views of Rustamova [16] show that preschool education models have evolved to reflect different approaches to early childhood development and education. Each model has its unique philosophy and practice for teaching and learning. Understanding their differences can help parents and educators decide which model best suits their child’s needs.
Play-based learning is among the most popular preschool education models [16]. This approach focuses on learning through play, emphasising child-led exploration and experimentation. Play-based programmes typically include structured and unstructured play activities, focusing on developing social and emotional skills and foundational academic skills. On the other hand, educational preschool programmes focus more on structured learning and academic preparation [17]. These programmes often use formal teaching methods to develop literacy, numeracy and other academic skills. While educational preschool programmes can effectively prepare children for later schooling, some critics argue that they can be too focused on academic achievement at the expense of social and emotional development [18].
Research shows that [19] Montessori preschool programmes are based on the principles of Maria Montessori, an Italian physician and educator. These programmes emphasise hands-on learning and self-directed exploration, developing practical life skills and independence. Montessori programmes typically use specialised materials and equipment to promote sensory exploration and self-discovery. Reggio Emilia preschool programmes are inspired by the educational philosophy developed in the Reggio Emilia region of Italy. These programmes focus on child-led learning, emphasising collaboration, creativity, and critical thinking. Reggio Emilia programs often involve long-term projects allowing children to explore topics in-depth and develop problem-solving skills [20].
In conclusion [21], Rudolf Steiner, an Austrian philosopher and educator, is the foundation of the educational philosophy used in Waldorf preschool programmes. With a focus on the arts, outdoors and experiential learning, these programmes emphasise holistic development. Children are frequently engaged in learning and encouraged to express themselves creatively
6. Philosophies and methods that guide preschool education
Researchers [22] believe preschool education is guided by different philosophies and methods that inform teaching practices and curriculum design. These philosophies and methods are rooted in various theories of learning and development, and they can significantly impact how children approach learning and interact with their environment. One of the most influential philosophies that guide preschool education is constructivism. This approach is based on the idea that children actively construct their understanding of the world around them through their experiences and interactions with their environment. Teachers who embrace constructivism view their role as facilitators of learning, providing opportunities for children to explore and discover on their own [23].
Matta [24] believes that another philosophy that has gained popularity in recent years is social constructivism. This approach emphasises the social and cultural context in which learning occurs and the importance of social interaction and collaboration in the learning process. Teachers who embrace social constructivism see their role as creating a supportive environment where children can learn from one another and their interactions with the world around them. Behaviourism is another philosophy that has had a significant impact on preschool education. This approach focuses on observable behaviours and rewards and punishments to shape behaviour. Teachers who embrace behaviourism use positive reinforcement to encourage desired behaviours and negative reinforcement to discourage undesired behaviours [25].
In addition to these philosophies, preschool education is guided by various methods and approaches, including play-based, project-based and inquiry-based learning. Play-based learning emphasises the importance of free play and exploration in early childhood education. In contrast, project-based learning encourages children to work collaboratively on long-term projects that allow them to explore topics in depth. Inquiry-based learning is an approach that encourages children to ask questions and seek answers through their investigations and research [26].
Ultimately, the philosophies and methods that guide preschool education are shaped by the underlying theories of learning and development that inform them. By understanding these different philosophies and techniques, educators can make informed decisions about how to structure their curriculum and teaching practices to best support the needs of their students.
7. The role of curriculum and assessment in supporting children’s learning and development
The curriculum and assessment are two critical components of early childhood education that significantly support children’s learning and development. A well-designed curriculum can provide children with a structured, purposeful learning environment promoting growth and development. At the same time, practical assessment can help teachers to understand children’s progress and tailor their instruction to meet individual needs [27].
One approach to designing a preschool curriculum is using an emergent curriculum. An emergent curriculum is a flexible, child-centred approach emphasising children’s interests and experiences. Teachers using this approach observe and listen to children, taking note of their interests and curiosities and then design curriculum activities and experiences based on those interests. An emergent curriculum encourages children to participate in their learning actively, promotes engagement and motivation and supports their overall development [28]. Assessment in early childhood education is often focused on formative assessment, and designed to provide ongoing feedback to teachers and children. Formative assessment involves observation, documentation and reflection to understand children’s progress and adjust instruction accordingly. This approach allows teachers to identify areas where children may be struggling and provide targeted support to help them succeed.
In addition to these approaches, a range of assessment tools is available to preschool educators, including standardised assessments, developmental screenings and progress monitoring tools. However, it is essential to note that early childhood education assessment should be used to support children’s learning and growth rather than evaluate their worth or potential [29].
Ultimately, the curriculum and assessment play critical roles in supporting children’s learning and development in preschool. Educators can provide children with the support they need to thrive and reach their full potential by using a child-centred approach to curriculum design and ongoing formative assessment.
8. Teacher and caregiver roles
Quigley and Hall [30] noted that teachers and caregivers play a crucial role in creating a safe and supportive learning environment for young children in preschool. They provide the necessary care, support, and guidance to help children thrive and develop to their full potential. In the preschool setting, teachers and caregivers wear many hats. They are responsible for designing and implementing a developmentally appropriate curriculum that is responsive to the needs and interests of each child. They are also responsible for establishing a positive classroom culture that promotes respect, cooperation and collaboration among children. Additionally, teachers and caregivers must ensure that each child’s physical and emotional needs are met, including providing appropriate nutrition, rest and opportunities for physical activity [31].
One important aspect of the teacher and caregiver role is building relationships with children and their families [30]. By fostering positive relationships with children and their families, teachers and caregivers can create a sense of trust and belonging that supports children’s overall development. This can involve communicating regularly with families about their child’s progress, interests and needs and inviting families to participate in classroom activities and events.
Gilmore et al. [32] explain that teachers and caregivers must have various skills and knowledge to be effective in their roles. This includes understanding child development, designing and implementing a developmentally appropriate curriculum and managing challenging behaviour in a positive and supportive way. Teachers and caregivers must also have strong communication skills and the ability to work collaboratively with colleagues, families and community partners.
Ultimately, the importance of teachers and caregivers in creating a safe and supportive learning environment for young children cannot be overstated. Providing high-quality care and education can help young children develop the knowledge, skills and confidence they need to succeed in school and life by ensuring a conducive environment to support children’s learning.
8.1 Supportive environment for children
The views of Youn et al. [33] provide that a supportive environment for children involves creating a safe, nurturing and engaging space that meets their developmental needs. Here are some ways to provide a supportive environment for children, along with examples:
8.1.1 Physical environment
Ensure that the physical space is safe and comfortable for children. For example, provide child-sized furniture, soft cushions and age-appropriate toys that encourage exploration and play [34].
8.1.2 Emotional environment
Create an emotionally supportive environment that promotes positive relationships and a sense of belonging. For example, welcome children with a warm smile and offer encouragement, praise and support when needed [35].
8.1.3 Structured routine
Establish a predictable pattern that provides children security and familiarity. For example, a daily schedule includes time for play, rest and learning activities [36].
8.1.4 Age-appropriate materials
Provide materials that are developmentally appropriate for children. For example, they offer toys and learning materials that support their interests and abilities, such as building blocks for toddlers or books with large print for beginning readers [37].
8.1.5 Positive reinforcement
Use positive reinforcement to encourage positive behaviour and foster a sense of self-esteem and confidence in children. For example, offer praise and rewards for good behaviour, such as stickers or small treats [38].
8.1.6 Collaborative approach
Work collaboratively with parents and caregivers to provide a supportive environment for children [34]. For example, communicate regularly with parents to share information about their child’s progress, strengths, and areas for improvement.
9. The significance of family involvement in preschool education and care
Family involvement is a critical component of preschool education and care. Research has consistently shown that when families are engaged in their children’s learning, children are more likely to succeed academically, develop positive social-emotional skills and have better long-term outcomes. This is why it is vital for teachers and caregivers to actively seek out ways to involve families in the learning process [39]. One of the essential strategies for engaging families is regular communication. Teachers and caregivers should establish open lines of communication with families and share information about the child’s learning and development. This can include daily updates, weekly newsletters, parent-teacher conferences and progress reports. It is also essential to be responsive to families’ questions and concerns and to provide opportunities for families to share their insights and experiences.
Kuttner et al. [40] identified another effective way to involve families: inviting them to participate in classroom activities and events. This can include volunteer opportunities, parent workshops and family celebrations. Teachers and caregivers can create a sense of community and support by applying families in these activities and showing families they are valued partners in their child’s education.
Finally, it is essential to recognise and respect families’ diverse cultural backgrounds and perspectives. Teachers and caregivers should strive to create a culturally responsive learning environment that reflects and celebrates the diversity of the children and families they serve. This can include incorporating multicultural books and materials, inviting families to share their cultural traditions and practices and adapting curriculum and teaching strategies to meet each child’s unique needs and interests [41].
In conclusion, family involvement is critical to preschool education and care. Teachers and caregivers can create a strong partnership that supports children’s overall development and success by actively involving families in the learning process.
10. Quality standards for early childhood education and care programmes
Quality standards are guidelines and criteria used to measure the quality of early childhood education and care programmes [42]. These standards ensure that children receive high-quality care and education that support their learning and development. Several quality standards are used in early childhood education and care programmes, including licencing, accreditation and programme standards.
Licencing standards are the minimum requirements a programme must meet to be licenced by the state or local government. These standards typically include provisions related to health and safety, such as staff-to-child ratios, background checks for staff and the cleanliness and security of the physical environment [43]. Accreditation standards are voluntary standards that programmes can meet to demonstrate their commitment to high-quality care and education. Accreditation standards are typically more rigorous than licencing standards and often include curriculum, teacher qualifications, family involvement and program administration requirements.
Programme standards are guidelines and criteria used to assess the quality of a programme’s curriculum, teaching practices and overall program structure [44]. Programme standards may be developed by state or local government agencies, professional organisations, or advocacy groups. Some examples of quality standards in early childhood education and care programs include the National Association for the Education of Young Children’s (NAEYC) accreditation standards, the Head Start Programme Performance Standards and the Quality Rating and Improvement Systems (QRIS) [45] used by many states. In addition to promoting high-quality care and education for children, quality standards provide a framework for continuous improvement. Programs that meet or exceed quality standards are more likely to provide positive outcomes for children, including improved academic and social-emotional development, and are better positioned to support the diverse needs of families and communities.
In conclusion, quality standards are essential to early childhood education and care programs. They help ensure that programs provide high-quality care and education supporting children’s development and success. By meeting or exceeding quality standards, programs can demonstrate their commitment to continuous improvement and provide families with the confidence and reassurance that their children receive the best possible care and education.
11. Challenges and opportunities in providing quality preschool education and care
Providing quality preschool education and care is essential for young children to develop the skills and knowledge they need to succeed in school and beyond [46]. However, several challenges and opportunities arise in providing quality preschool education and care, including funding and access issues. Funding is one of the biggest challenges many preschool education and care programs face. High-quality programs require a significant investment of resources, including trained teachers and staff, appropriate materials and equipment, and safe and well-maintained facilities. However, many programs struggle to secure the funding needed to provide these resources, limiting their ability to provide high-quality care and education [47].
In addition to funding challenges, there are also issues related to access. Many families, particularly those from low-income or marginalised communities, may not have access to high-quality preschool education and care programs due to geographic, financial or other barriers. This can lead to inequities in educational outcomes and opportunities, with children from disadvantaged backgrounds often starting school at a disadvantage compared to their more affluent peers [48]. Despite these challenges, there are opportunities to address them and promote access to high-quality preschool education and care. For example, several funding sources are available for early childhood education and care programs, including federal and state grants, private donations, and corporate sponsorships. By leveraging these resources and developing partnerships with community organisations, programs can better meet the needs of the children and families they serve.
In addition to funding, there are opportunities to address access issues through innovative program models and approaches. For example, some programs may offer extended hours or transportation services to accommodate better-working families’ needs. Others may partner with community organisations to provide healthcare, social services, education and care. Ultimately, addressing the challenges and opportunities in providing quality preschool education and care requires a coordinated and collaborative effort across all sectors of society. By working together, policymakers, educators, families and community leaders can help ensure that all children have access to the high-quality care and education they need to succeed.
12. Future directions in emerging trends and research in early childhood education and care: use of technology and closing the achievement gap
As we look to the future of early childhood education and care, several emerging trends and research areas are shaping the field. Two critical areas of focus are the use of technology in the classroom and the role of preschool in closing the achievement gap. The use of technology in early childhood education and care can transform how young children learn and engage with the world around them [11]. Educational technology, such as interactive whiteboards, tablets, and educational apps, can enhance learning opportunities and support children’s development in various areas, including literacy, numeracy and social-emotional skills. However, it is crucial to ensure that technology is used developmentally appropriately and that teachers and caregivers receive appropriate training and support to integrate technology effectively into their teaching practices [49].
Another important area of research in early childhood education and care is the role of preschool in closing the achievement gap. Research has consistently shown that children from low-income and marginalised communities often start school with significant disadvantages compared to their more affluent peers. High-quality preschool programs have the potential to help close this gap by providing young children with the skills and knowledge they need to succeed in school and beyond [50]. In addition to these specific research areas, there is a growing emphasis on diversity, equity and inclusion in early childhood education and care. This includes focusing on culturally responsive teaching practices, an anti-bias curriculum and efforts to create more diverse and inclusive learning environments [50].
In future, it will be necessary for researchers, educators and policymakers to continue collaborating and innovating to ensure that all young children have access to high-quality early childhood education and care. By embracing emerging trends and research, we can better support the learning and development of young children and help close the achievement gap for all. The onus of this is significantly the impact of technology on preschool education and care [51].
12.1 The impact of technology on preschool education and care
Technology is becoming an increasingly common tool used in preschool education and care. While there are benefits to incorporating technology, such as providing new opportunities for learning and engaging students in interactive ways, there are also potential drawbacks that need to be considered [52]. One potential benefit of technology in preschool education is that it can offer various interactive and engaging learning experiences. For example, digital games, interactive whiteboards and tablet apps can help teach literacy, numeracy and problem-solving skills in fun and engaging ways.
Another advantage of technology is that it provides teachers and students access to more resources. For instance, video conferencing tools can allow for virtual classroom visits or remote learning opportunities. At the same time, online databases and digital libraries can provide access to a vast array of educational materials. However, some potential drawbacks exist to using technology in preschool education and care. One concern is that technology may be too stimulating for young children, leading to an overreliance on screens and potentially negatively impacting attention span and cognitive development. There are also concerns about privacy and security risks associated with collecting and storing children’s data through technology [53].
Educators and caregivers must know the benefits and potential drawbacks of incorporating technology into preschool education and care. Technology should be integrated into a balanced and developmentally appropriate curriculum to ensure technology is used effectively and appropriately [54]. Educators should receive proper training on using technology as a learning tool. Additionally, strict protocols should be in place to protect children’s privacy and security. Overall, technology can be helpful in preschool education and care when used thoughtfully and with intention.
12.2 How young children learn
Vartiainen et al. [55] propose that young children learn through various methods, including observation, exploration, experimentation and imitation. Here are some examples of how young children learn:
12.2.1 Observation
Children learn by watching and observing the people and things around them. For example, a child may observe their parent cooking dinner and then try to imitate the actions when playing with their toy kitchen.
12.2.2 Exploration
Young children are naturally curious and enjoy exploring their environment. They understand their properties and functions by touching, smelling, tasting and feeling different objects. For example, a child may explore a block by stacking it, knocking it over or feeling its texture.
12.2.3 Experimentation
Children learn by experimenting and testing their theories. For example, a child may try pouring water from a cup to see how it flows or mix different paint colours to see what new colours are created.
12.2.4 Imitation
Young children often learn by imitating the actions and behaviours of others. For example, a child may mimic how their parent speaks or how they hold a pencil when learning to write.
Overall, young children learn through play, exploration, experimentation and social interaction. These experiences help children develop cognitive, social, emotional and physical skills, setting a solid foundation for lifelong learning.
12.3 The values of play-based learning in preschool education
The play-based learning pedagogical approach to preschool education emphasises the relevance of children’s play in their learning and development. It is predicated on the notion that children learn best
12.3.1 Active learning
Children are encouraged to interact actively with their surroundings, explore, experiment and learn new things through play-based learning. It promotes critical thinking and problem-solving abilities.
12.3.2 Social-emotional development
Children who learn
12.3.3 Creativity and imagination
Children’s curiosity and creativity are encouraged
12.3.4 Holistic development
Play-based learning encourages children’s development, including physical, cognitive, social-emotional and linguistic growth. Play can help children develop their cognitive abilities, language and literacy, fine and gross motor and cognitive abilities.
12.3.5 Child-centred learning
Play-based learning is child-centred, which means children take an active role in their education. Although teachers offer direction and encouragement, students are urged to take charge of their education and follow their interests.
To sum up, play-based learning is an approach to preschool education that is effective and encourages active learning, social and emotional development, creativity and imagination, holistic development and child-centred learning. Preschool instructors may build a supportive and stimulating learning environment that supports young children’s growth and development by including play in their curriculum.
12.4 How cultural, social, and economic aspects affect policies and practices
We can encourage children’s general growth and development and provide a solid foundation for lifetime learning by offering a supportive atmosphere that suits their developmental needs. Cultural, social and economic factors can significantly influence policies and practices about preschool education. Here are a few strategies [57].
12.4.1 Cultural aspects
Policies and practices in preschool education can be significantly influenced by culture. Cultural values and beliefs, for instance, may impact how parents prioritise their children’s development and how they see early childhood education. Some cultures may greatly emphasise intellectual accomplishment, whereas social and emotional development may be more important.
12.4.2 Social aspects
Social variables, including poverty, inequality and urbanisation, can have a significant influence on preschool education policies and practices. For instance, children from low-income households may have restricted access to high-quality preschool education, which might expand the achievement gap between children from various socioeconomic backgrounds.
12.4.3 Economic aspects
Economic aspects of preschool education policies and practices can also be influenced by financing and resource availability. For instance, access to excellent preschool programmes may be hampered by financial constraints. On the other hand, a shortage of resources may affect the curriculum’s quality, the teacher-to-student ratio and the physical setting [58].
Finally, factors related to culture, society and the economy can greatly impact preschool policies and practices. The creation of inclusive and equitable preschool education programmes that address the needs of all children is something that policymakers, educators and other stakeholders must work towards.
13. Discussion
Perspectives on preschool education and care emphasise the need to give young children a quality education while considering their individual variations and developmental requirements. Preschool education models, ideologies and practices were explored, focusing on play-based learning, the responsibilities of teachers and carers and family engagement. The discussion included quality standards, possibilities and difficulties in delivering preschool education, including concerns with funding and access. The presentation of new trends and research on topics like the usage of technology and the contribution of preschool to bridging the achievement gap was also made.
These findings have implications for policymakers, educators and carers, including prioritising preschool education quality and considering cultural, social and economic issues that influence policies and practices. The impact of restrictions, such as financial limitations and lack of educational access, may make providing quality preschool education and care more difficult, especially for marginalised communities.
Practical ideas include expanding preschool funding and ensuring all children access high-quality programmes. The quality of preschool education may also be improved by encouraging family engagement and supporting teacher/caregiver training and professional development. Through enhanced policies and practises that are guided by continuing research and evaluation of preschool education initiatives, the needs of young children and their families may be better fulfilled.
14. Conclusion and recommendations
Preschool education and care are viewed from various angles, touching on some subjects like historical perspectives, preschool education models, philosophies and methods, curriculum and assessment, teacher and carer roles, family involvement, quality standards, challenges and opportunities and future directions. Early childhood education and care greatly influence young children’s social, cognitive and emotional development. Improved academic and social-emotional outcomes for children are among the advantages of high-quality preschool education and care. Nonetheless, there are obstacles to excellent preschool education and care, such as a lack of financing, access and possibilities. Future directions include new developments and research in early childhood education and care, such as the application of technology in the classroom and the contribution of preschool to reducing performance gaps. Fostering an atmosphere that promotes play-based education and family engagement is essential to delivering high-quality preschool education and care.
Acknowledgments
The knowledge gained would not have materialised if my supervisor, Professor Dipane Joseph Hlalele (Department of Educational Psychology, University of KwaZulu-Natal, South Africa), had not taught me well to benefit from what I am practising. I thank the following in academia: Dr. John Appiah (University of Cape Coast, Ghana), Dr. Francis Raymond Ackah-Jnr (Griffiths University, Australia) and Dr. Blanche H Ndlovu (University of Free State, South Africa). The staff of the College of Distance Education, University of Cape Coast, Mampong Centre, Ghana), Staff of Mampong Municipal Education Office, Mampong – Ashanti, Ghana) and Mr. Gabriel Antwi (Regional Director of Education, Sunyani, Ghana).
Conflict of interest
No conflict of interest is associated with the text.
Funding
This work did not attract any funding.
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