Preschool Education Quotes

...my object is to show that the chief function of the child--his business in the world during the first six or seven years of his life--is to find out all he can, about whatever comes under his notice, by means of his five senses...

In the Reggio Emilia preschools, however, each child is viewed as infinitely capable, creative, and intelligent. The job of the teacher is to support these qualities and to challenge children in appropriate ways so that they develop fully.

Kids don't watch when they are stimulated and look away when they are bored. They watch when they understand and look away when they are confused. If you are in the business of educational television, this is a critical difference. It means if you want to know whether-and what-kids are learning from a TV show, all you have to do is to notice what they are watching. And if you want to know what kids aren't learning, all you have to do is notice what they aren't watching. Preschoolers are so sophisticated in their viewing behavior that you can determine the stickiness of children's programming by simple observation.

Prepare Your Child for the Road, Not the Road for Your Child

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

research shows that social and emotional readiness in a child produces better academic achievement in the future. In fact, a study conducted by the University of North Florida found that children who attended academically driven preschools had lower grades by the end of fourth grade than those who attended play-based preschools.2

What if upon entering the classroom, children find teachers listening attentively for their questions and stories, demonstrating a willingness to engage them in "playing out" their ideas using classroom materials while their propensity to ask questions is at its peak? What if well-educated teachers are guiding children to observe, discuss, imagine, and debate possibilities in the company of their equally eager peers? Our youngest children could,be in such conservatories of educational excellence in our public stools, preparing for their future in school and beyond.

why should we settle for unimaginative goals (as we find in so many early education settings) like being able to identify triangles and squares, or recalling the names of colors and seasons? Recognizing visual symbols is something a dog can do. Surely we can aim higher than those picayune objectives and demand preschool classrooms based on a more advanced understanding of developmental processes, an understanding that is bounded only by the limits of a young child’s growing brain, not by a superintendent’s checklist of what needs to be covered before June rolls around.

Children are intuitive scientists and armchair philosophers, brimming with such startling observations that it’s hard to believe they’ve come from people barely out of diapers. . . . But, along with their Talmudic wisdom and intellectual acuity, preschoolers can surprise, equally, with their undeveloped motor skills, atrocious impulse control, and venal self-interest. Like teenagers, whom they closely resemble developmentally, preschoolers are a complicated mix of competence and ineptitude. The problem with American early education is how often the grownups misread, and even interchange, those two attributes completely, and at such critical moments for learning.

I ended up choosing her preschool party based on the fact that it was the closest to our house and would cause me the least amount of inconvenience when dropping her off and picking her up. I'm a busy person, what with all the laundry. It's not that I don't care about her education. I do. But I can't be convinced, especially at her age, that it's important for her to be the first one to read. Or do equations. Or identify lots of different kinds of dinosaurs. A lot of other moms I know seem to be concerned about this and are, in my opinion, unduly delighted with their children's progress in these areas. I'm secretly annoyed by that kind of precocious learning in the case of five-year-olds.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

Do preschoolers need all the trappings of elementary school . . . ? The faux academic overstimulation? The enforced choices? The cult-like obsession with readiness? I would say, mostly, they do not. And I think some of these trappings, such as the notorious print-rich environments we encountered with their busy totems to industriousness, can actually interfere with the task of becoming a good communicator and a literate person. We spend a lot of energy on creating print-rich environments but that’s not at all the same thing as creating a language-rich environment. Consider again the hope that Finland offers; its guidelines for preprimary (preschool) education remind us that: “The basis for emerging literacy is that children have heard and listened, they have been heard, they have spoken and been spoken to, people have discussed things with them, and they have asked questions and received answers.” For our young children, what else is there to wish for?

If little kids could play more, you´d have better engineers, better managers and more inspiration in the workplace.If you deny a toddler the chance to play and then put him in a preschool where he is always competing and being measured, you get fear and that leads to an unwillingness to take risks. You end up with boring adults.

To make up for the projected billion-dollar-a-year shortfall created by the many new tax cuts he helped to deliver, something had to give. So for savings, the legislators turned to the one institution that had distinguished North Carolina from many other southern states—its celebrated public education system. The assault was systematic. They authorized vouchers for private schools while putting the public school budget in a vise and squeezing. They eliminated teachers’ assistants and reduced teacher pay from the twenty-first highest in the country to the forty-sixth. They abolished incentives for teachers to earn higher degrees and reduced funding for a successful program for at-risk preschoolers. Voters had overwhelmingly preferred to avoid these cuts by extending a temporary one-penny sales tax to sustain educational funding, but the legislators, many of whom had signed a no-tax pledge promoted by Americans for Prosperity, made the cuts anyway.

While cap-stoning what humanists were already doing in school, leading humanist John Dunphy stated in 1983: I am convinced that the battle for humankind’s future must be waged and won in the public school classroom by teachers who correctly perceive their role as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing a classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level — preschool day care or large state university. The classroom must and will become an arena of conflict between the old and the new — the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith of humanism.

In his book How Children Succeed, Paul Tough wrote, “Babies whose parents responded readily and fully to their cries in the first months of life were, at one year, more independent and intrepid than babies whose parents had ignored their cries. In preschool, the pattern continued—the children whose parents had responded most sensitively to their emotional needs as infants were the most self-reliant. Warm, sensitive parental care, [the study] contended, created a ‘secure base’ from which a child could explore the world.”5

Teachers are responsible for showing what an inclusive, caring community looks like, expressing confidence in the goal, and articulating how to make it work.

Well into my teaching career, I learned that good and bad play are usually a matter of having a script that works or one that needs to be rewritten. Once you begin to depend on storytelling and story acting, you start looking at your classrooms as theater. The children are constantly imagining characters and plots and, when they have a chance, with each other, acting out little stories. You can look at the children and yourself as actors. "Well, this hasn't worked. We'd better think of a better way to pretend this story." What seems to be a chaotic scene, one we might call bad play, is simply a scene that lacks closure for one or more characters. The teacher's role is to help the children make up a new scene. The children become used to the teachers - or even other children - saying, "This isn't working. We need to tell the story of what were doing with each other. What characters are we playing? And what needs to be played in a different way so that the play does not have to stop?" (via a Meghan Dombrick-Green interview with Vivian Paley 2001)

Oh childhood, where did you go? We sped up the process, thinking that’s how you’d grow. Gave up fort building and climbing trees. To avoid muddy hands and skinned-up knees. Enrolled you in things you were expected to do. Not stopping to realize it was for us more than you. Remind me—giving up daydreams was better for who? When did we quit dreaming, to notice or care? Stop looking at stars or remembering they’re there? We put you on buses and shipped you away. To preschools and programs and preceptors for pay. Who said the experts know better than us, anyway? You were made for summers that go on forever. Getting lost in good books in inclement weather. Making up stories and writing new songs.

All problems, including terrorism, can be overcome through education, particularly by introducing concern for all others at the preschool level.

In the United States, toddlers and preschoolers who might have a physical, sensory, cognitive, or emotional disability are guaranteed the right to a professional assessment and educational services under the Individuals with Disabilities Education Act (IDEA).

Especially noteworthy is Foucault’s concluding reminder that our prisons and punishments are intrinsically a part of society’s numerous other modes of disciplining.[196] Society exercises discipline not only in its institutions of punishment (prisons and jails), but also in preschools and other educational institutions, in the workplace, on side-walks and highways, through social mores about sexuality and marriage, in medical institutions, insurance provisioning, zoning laws, through repeated exposure to mass media images, in organizations for the mentally ill—even in defining what qualifies as a “crime.” All of these make up an elaborate network that shapes and disciplines bodies and their everyday performance. Foucault

Reminded that the Commonwealth was already involved in pre-school and university education, Chifley replied: “That’s different – they’re for kids before they’ve got souls and after they’ve lost them.

Children don’t do formal learning at desks in preschool or kindergarten, they learn through playing.

as with private planes and private lifts, so with private education; there has arisen an increasingly segregated system of private primary and secondary schools for the wealthy. It’s not very subtle. Where does John Paulson send his children to school? His twin daughters attended preschool at the 92nd Street Y, which costs over $20,000 per student per year—yes, for nursery. Paulson is on their board. He also manages some of their investments, which he has guaranteed against losses. Many other board members have sent children to the school; four of them also manage money for the institution. This is not unusual. One of Mr Paulson’s daughters, having left nursery behind, now attends Spence, another exclusive private school in Manhattan. Mr Paulson is on their board too.

For this reason, Waldorf preschool teachers try to act in ways that are worthy of imitation and at the same time instructive. Rather than admonishing children to speak softly or work carefully, teachers model these behaviors continually.

Benefits of Improv To the Editor: Re “Inmate Improv,” by Anna Clark (Op-Ed, Dec. 31): It was not surprising to me that an improvisational theater workshop would help a prison inmate adjust to life after his release. Pretend play has been shown to improve the executive-function skills in preschool and school-age children. These skills include the ability to control emotions and behavior, resist impulses, and exercise self-control and discipline. As poor executive-function skills are associated with high dropout rates, drug use and crime, it would behoove all adults involved in child-rearing to encourage role-playing or “improv.” STEVEN ROSENBERG Fairfield, Conn., Dec. 31, 2014 The writer is director of the Elementary Reading Program at the University of Bridgeport School of Education.

What are Canada and Australia doing differently? For starters, they are doing a better job with mass education. They have near-universal preschool, and they both do more to get low-income students through college. In Australia, college is free.

Internet ethics education for preschoolers, the KCC also developed pre-school Internet literacy programs and executed trials at

Ray Honeyford was an upright, conscientious teacher, who believed it to be his duty to prepare children for responsible life in society, and who was confronted with the question of how to do this, when the children are the offspring of Muslim peasants from Pakistan, and the society is that of England. Honeyford’s article honestly conveyed the problem, together with his proposed solution, which was to integrate the children into the surrounding secular culture, while protecting them from the punishments administered in their pre-school classes in the local madrasah, meanwhile opposing their parents’ plans to take them away whenever it suited them to Pakistan. He saw no sense in the doctrine of multiculturalism, and believed that the future of our country depends upon our ability to integrate its recently arrived minorities, through a shared curriculum in the schools and a secular rule of law that could protect women and girls from the kind of abuse to which he was a distressed witness. Everything Ray Honeyford said is now the official doctrine of our major political parties: too late, of course, to achieve the results that he hoped for, but nevertheless not too late to point out that those who persecuted him and who surrounded his school with their inane chants of ‘Ray-cist’ have never suffered, as he suffered, for their part in the conflict. Notwithstanding his frequently exasperated tone, Ray Honeyford was a profoundly gentle man, who was prepared to pay the price of truthfulness at a time of lies. But he was sacked from his job, and the teaching profession lost one of its most humane and public-spirited representatives. This was one example of a prolonged Stalinist purge by the educational establishment, designed to remove all signs of patriotism from our schools and to erase the memory of England from the cultural record. Henceforth the Salisbury Review was branded as a ‘racist’ publication, and my own academic career thrown into doubt.

AModernIndian.com is a great way to see whether the products are worth buying before you invest your money or time. This website offers reviews of all types of products. They are aimed at the average person and not a technical level so everyone can understand them. Available on an assortment of devices including desktop, laptop and mobile. The site is constantly updated with new information so visitors are able to stay educated on topics they are interested in. AModernIndian.com covers many popular topics with in depth information, such as health and fitness, sports, travel, entertainment, cars and trucks, preschool toys, books and many more. AModernIndian.com is unique in its approach, because it provides both types of product reviews - where the editors actually purchase the product as well as research from professional review aggregators like Amazon, Flipkart etc. We provide Reviews, Ultimate Guides and Tips for most products.

The average daycare provider lives on the edge of poverty, with hourly wages below those of truck drivers, bartenders, animal care technicians, and even some middle-class teenage babysitters. Certified preschool teachers make a bit more money, but retirement plans are almost unheard of for preschool teachers not affiliated with a public school, and preschools have rarely provided health benefits or other nonsalary remuneration.12 In Mississippi, catfish skinners apparently make more money than daycare providers. In some parts of the country, childcare providers don’t even need a high school diploma, and the care of dead people in funeral homes is more tightly regulated than the oversight of living children in early education and care settings.13

So what is the scientific consensus on the components of a high-quality program? According to experts such as Yale emeritus professor Edward Zigler (a leader in child development and early education policy for half a century), the best preschool programs share several common features: they provide ample opportunities for young children to use and hear complex, interactive language; their curriculum supports learning processes and a wide range of school-readiness goals that include social and emotional skills and active learning; and they have knowledgeable and well-qualified teachers who use what are known as reflective teaching practices. Effective programs also demonstrate careful, intentional programming that is driven by more than just scheduling whims or calendar holidays or what’s in the teacher guide this week, and they also take seriously the active involvement of family members.

Waitressing is my second job, the first being a preschool job that allows me to utilize my early childhood education degree, all at minimum wage. Four years of college, tons of debt, and I need two jobs just to pay the bills. I should have majored in Not Being Poor.

The head of research for Sesame Street in the early years was a psychologist from Oregon, Ed Palmer, whose specialty was the use of television as a teaching tool. When the Children's Television Workshop was founded in the late 1960s, Palmer was a natural recruit. “I was the only academic they could find doing research on children's TV,” he says, with a laugh. Palmer was given the task of finding out whether the elaborate educational curriculum that had been devised for Sesame Street by its academic-advisers was actually reaching the show's viewers. It was a critical task. There are those involved with Sesame Street who say, in fact, that without Ed Palmer the show would never have lasted through the first season. Palmer's innovation was something he called the Distracter. He would play an episode of Sesame Street on a television monitor, and then run a slide show on a screen next to it, showing a new slide every seven and a half seconds. “We had the most varied set of slides we could imagine,” said Palmer. “We would have a body riding down the street with his arms out, a picture of a tall building, a leaf floating through ripples of water, a rainbow, a picture taken through a microscope, an Escher drawing. Anything to be novel, that was the idea.” Preschoolers would then be brought into the room, two at a time, and told to watch the television show. Palmer and his assistants would sit slightly to the side, with a pencil and paper, quietly noting when the children were watching Sesame Street and when they lost interest and looked, instead, at the slide show. Every time the slide changed, Palmer and his assistants would make a new notation, so that by the end of the show they had an almost second-by-second account of what parts of the episode being tested managed to hold the viewers' attention and what parts did not. The Distracter was a stickiness machine. “We'd take that big-sized chart paper, two by three feet, and tape several of those sheets together,” Palmer says. "We had data points, remember, for every seven and a half seconds, which comes to close to four hundred data points for a single program, and we'd connect all those points with a red line so it would look like a stock market report from Wall Street. It might plummet or gradually decline, and we'd say whoa, what's going on here. At other times it might hug the very top of the chart and we'd say, wow, that segment's really grabbing the attention of the kids. We tabulated those Distracter scores in percentages. We'd have up to 100 percent sometimes. The average attention for most shows was around 85 to 90 percent. If the producers got that, they were happy. If they got around fifty, they'd go back to the drawing board.

For example, John Dunphy in The Humanist magazine states: I am convinced that the battle for humankind's future must be waged and won in the public school classroom by teachers who correctly perceive their role as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort . . . utilizing a classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level — preschool, day care, or large state university. The classroom must and will become an arena of conflict between the old and the new — the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith of humanism.

Babies whose parents responded readily and fully to their cries in the first months of life were, at one year, more independent and intrepid than babies whose parents had ignored their cries. In preschool, the pattern continued—the children whose parents had responded most sensitively to their emotional needs as infants were the most self-reliant. Warm, sensitive parental care, [the study] contended, created a ‘secure base’ from which a child could explore the world.”5

Children aged two to six now spend two to four hours a day screen-bound — during a period in their lives when sufficient healthy play is critical to normal development.5 Computer training in early-years education — including in preschool — has become commonplace, despite lack of long-term data on learning and development.6 And according to a large-scale survey conducted by the Kaiser Family Foundation in 2010, children ages eight to eighteen now spend an average of nearly seven and a half hours a day in front of a screen — a 20 percent increase from just five years earlier.7

research by the political scientist Martin Gilens demonstrates the policy payoff to the rich and well-connected. The title of his 2013 book says it all: Affluence and Influence. Gilens documents that the policy preferences of the rich are at odds with those of most people. In the populace, there is broad support for preschool, paid parental leave, universal medical coverage, and affordable higher education. These public benefits never arrive, while the rules sought and created by the rich tend to dictate actual policy. Gilens found that the policy preferences of the rich are fifteen times more likely to become public policy as those of non-elites. The rules, you might say, are rigged.

Many youth who come out in adolescence report not having a strong sense of gender during preschool, kindergarten, or elementary school. Young children are physically fairly gender neutral. If a six-year-old wears girls' cloths and grows long hair, she will be seen as a girl. If the same child cuts their hair and wears boys' people will assume he is a boy. Its only with secondary sex characteristics such as breast, facial hair, and a deeper voice that clothed bodies become more clearly male or female. As a result, gender may not have seemed particularly important for some trans children. It is the onset of puberty and the increased ways they are sexed/gendered in the world that typically precipitate the emergence of adolescent onset gender dysphoria. [page 90]

I AM A TEACHER. We ARE teachers. We’re not daycare workers. We’re not taking care of days. We’re taking care of children. We will define ourselves.

Collaborative for Academic, Social, and Emotional Learning (CASEL), which was formed in 1994 with the goal of “establishing high-quality, evidence-based social and emotional learning as an essential part of preschool through high school education.

relationship between breastfeeding and education, income, and other variables is a problem for research. Having more education and more resources is linked to better outcomes for infants and children, even independent of breastfeeding.

The journey through the preschool years helps children to move from dependence to interdependence to independence.

Finding a fine British International school can be a challenge if you live in a place like Dubai. Known as a melting pot of cultures, Dubai offers many choices when it comes to curriculum preferences. Digging the web for valuable options can leave in you bind as well. But, to find the right and affordable British school in Dubai you must have a clear picture of the options available. To make your work easier, here is a list to help you pick the best British curriculum school in Dubai. The best British International schools in Dubai Listed below are the top picks of English Schools in Dubai: The Winchester School This English school in Dubai is the right example of high-quality education at affordable rates. The Winchester School is an ideal pick as it maintains the desired level of British curriculum standards and has a KHDA rating as ‘good’. Admission: This school is fully inclusive for kids aged 1-13 and it conducts no entrance exam for foundation level. However, for other phases, necessary entrance tests are taken according to the standard. Also, admissions here do not follow the concept of waiting lists, which can depend on the vacant seats and disability criteria. Fees: AED 12,996- AED 22,996 Curriculum: National Curriculum of England-EYFS(Early Years Foundation Stage), IGCSE, International A-Level, and International AS Level. Location: The Gardens, Jebel Ali Village, Jebel Ali Contact: +971 (0)4 8820444, principal_win@gemsedu.com Website: The Winchester School - Jebel Ali GEMS Wellington Internation School GEMS Wellington Internation School is yet another renowned institute titled the best British curriculum school in Dubai. It has set a record of holding this title for nine years straight which reveals its commendable standards. Admission: For entrance into this school, an online registration process must be completed. A non-refundable fee of AED 500 is applicable for registration. Students of all gender and all stages can enroll in any class from Preschool to 12th Grade. Fees: AED 43,050- AED 93,658 Curriculum: GCSE, IB, IGCSE, BTEC, and IB DP Location: Al South Area Contact: +971 (0)4 3073000, reception_wis@gemsedu.com Website: Outstanding British School in Dubai - GEMS Wellington International School Dubai British School Dubai British School is yet another prestigious institute that is also a member of the ‘Taaleem’ group. It is also one of the first English schools to open and get a KHDA rating of ‘Outstanding’. Thus, it can be easily relied on to provide the curriculum of guaranteed quality. Admission: Here, the application here can be initiated by filling up an online form. Next, the verification requires documents such as copies of UAE Residence Visa, Identification card, Medical Form, Educational Psychologist’s reports, Vaccination report, and TC. Also, students of all genders and ages between 3-18 can apply here. Fees: AED 46,096- AED 69,145 Curriculum: UK National Curriculum, BTEC, GCSE, A LEVEL Location: Behind Spinneys, Springs Town Centre, near Jumeirah Islands. Contact: +971 (0)4 3619361 Website: Dubai British School Emirates Hills | Taaleem School Final takeaways The above-listed schools are some of the best English schools in Dubai that you can find. Apart from these, you can also check King’s School Dubai, Dubai College School, Dubai English Speaking School, etc. These offer the best British curriculum school in Dubai and can be the right picks for you. So, go on and find the right school for your kid.

The law passed by Congress in 2001 known as No Child Left Behind encouraged preschools to include more direct instruction in their curricula by mandating standardized tests in math and reading for all public school third graders.

accepted fact of life among professional-class Manhattan parents in recent years, despite the absence of proof: admission to what is considered an “elite” preschool is a necessary first step to admission to the Ivy League.

Almost half of those in a heavily academic preschool went on to have emotional problems, compared with only 6 percent of those in the play-based preschool. The latter group also had fewer felony arrests and spent fewer years in special education diagnosed with emotional impairment. Perhaps most disturbing is the potential for the early exposure to academics to physiologically damage developing brains. Although the brain continues to change throughout life in response to learning, young children undergo a number of sensitive periods critical to healthy development; learning to speak a language and responding to social cues are two such domains. Appropriate experiences can hone neural pathways that will help the child during life; by the same token, stressful experiences can change the brain’s architecture to make children significantly more susceptible to problems later in life, including depression, anxiety disorders—even

Virtually every time Sesame Street’s educational value has been tested — and the show has been subject to more academic scrutiny than any television show in history — it has been proved to improve the reading and learning skills of its viewers. Most recently, a group of researchers at the University of Massachusetts and the University of Kansas went back and recontacted close to 600 children whose television watching as preschoolers they had tracked back in the 1980s. The kids were now all in high school, and the researchers found — to their astonishment — that the kids who had watched Sesame Street the most as four- and five-year-olds were still doing better in school than those who didn’t. Even after controlling for things like parent’s education, family size, and preschool vocabulary level, the Sesame Street watchers did better in high school in English, math, and science and they were also much more likely to read books for leisure than those who didn’t watch the show, or who watched the show less. According to the study, for every hour per week of Sesame Street viewing, high-school grade point averages increased by .052, which means that a child who watched five hours of Sesame Street a week at age five was earning, on average, about one quarter of a grade level higher than a child of similar background who never watched the show. Somehow a single television show an hour long, watched over the course of no more than two or three years, was still making a difference twelve and fifteen years later.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document’s word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word play thirteen times, language twelve times, nature six times, and math five times. But there is not a single mention of literacy or writing. Instead, two of the most frequently used words are learning (with forty-eight appearances) and development (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn’t start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because “their monolithic culture values reading.” They have something else in common: their commitment to play in the early years.