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Research proves that high-quality early learning matters. But why is it more of a priority than other human service needs? Experts say prevention is better than intervention, and starting early works best. Here is a snapshot of what experts are saying on early learning, including source information so you can learn more.

The needs are clear:

• 1 in 3 children is born into poverty; 1 in 3 is behind a year or more in school, and 1 in 2 never complete a single year of college. (Source: Children’s Defense website, (August 2004). “Key Facts About American Children.”
• 46% of kindergarteners are coming to school at risk for failure. (Source: Zill & West (2001). Entering Kindergarten: A Portrait of American Children When They Begin School.)
• Economically disadvantaged children enter kindergarten 1-2 years behind in language and other skills important to school success. (Source: Urahn (2001). Promoting Universal Access to High Quality Early Education for Three and Four Year Olds.)
• By 5, children in high-risk environments can already be two years behind developmentally. The gap tends to persist over time, impacting school readiness and success. (Source: Dr. Craig Ramey, Director of the Center for Health & Education, Georgetown University)

Early learning is critical:

• Brain research has shown that nurturing in the earliest years is crucial for emotional and social, as well as intellectual, development. While research shows that people continue to learn throughout life, there is no doubt that the earliest years are those of greatest growth – and those most susceptible to influence by external factors. In effect, the first years of life do not dictate what a child will become, but they do lay the foundation for educational – and life – success. (Sources: Bruner, Floyd & Copeman for SECPTAN, “Seven Things Policy Makers Need to Know about School Readiness: Revised and Expanded Toolkit” (Jan. 2005). Available online. At home, the way parents interact with young children impacts their development:
• When adults verbally interact with young children—talking, singing and playing rhyming games—they stimulate language and vocabulary development, building important foundations for learning to read. (Source: Hart, B., & Risley, T. R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD.)
• Reading ability depends more on learning activities in the home than does math or science. (Source: College Board. (1994). College-bound seniors of 1994: Information on students who took the SAT and Achievement tests of the College Board. New York)
• In one study, 60% of the difference in vocabulary and IQ scores at age 3, and IQ scores at age 9 were accounted for by variables derived from the parent language experience provided in the first 3 years. Race and socio-economic status did not predict accomplishment. In other words, children whose parents interacted verbally with them a great deal had better vocabularies and even higher IQs. (Source: Hart & Risley)
• Studies of individual families show that what they do to support literacy in the home is more important to student success than family income or education. (Source: Ballen, J., & Moles, O. (1994). Strong Families, Strong Schools: Building Community Partnerships for Learning. National Family Initiative. Washington, DC: U.S. Department of Education.)
• Nurturing, responsive, and individualized interactions build healthy brains that provide a strong foundation for future growth and development. (SOURCE: Jack P. Shonkoff, M.D. (July 29, 2004). "Beyond Neurons to Neighborhoods: Leading the Way from Research to Policy". Presentation to State Child Care Administrators Meeting. Heller School for Social Policy and Management, Brandeis University/National Scientific Council on the Developing Child.)
• Relationships matter – and have tremendous impact on a child’s growth. (SOURCE: Jack P. Shonkoff and Deborah A. Phillips, Ed. (2000). "From Neurons to Neighborhoods: The Science of Early Childhood Development." National Research Council and Institute of Medicine. National Academy Press: Washington, DC.)

The return on investing in high-quality early learning is high:

• The 40-year longitudinal High/Scope Perry Preschool research in Michigan continues to prove that high-quality early learning experiences set children up for success in school, work and life. That research shows that every $1 invested in high quality early education and care programs saves $17 down the road, with tangible results measured by lower crime, fewer single parents, and higher individual earnings and education levels. (SOURCE: Schweinhart, Lawrence J. (2005). The High/Scope Perry Preschool Study Through Age 40: Summary, Conclusions, and Frequently Asked Questions. High/Scope Educational Research Foundation. Ypsilanti, MI: High/Scope Press, p3. Available online.

Rates for return to human capital investment initially setting investment to be equal across all ages. Click to enlarge.

• Nobel Laureate James Heckman says that investments in children bring a higher rate of return than investments in low-skill adults.
• Interventions in education programs prepare children for school, improving their performance and reducing the need for repetition.
• A healthy cognitive and emotional development in the early years translates into tangible economic returns, early interventions yield higher returns as a preventive measure compared with remedial services later in life.
• Policies that seek to remedy deficits incurred in the early years are much more costly than initial investments in the early years. (Source: Heckman, J. (Jan 2005). Lessons from the Technology of Skill Formation. University of Chicago.)

Improving the quality of child care is important:

• Source: Bruner, Floyd & Copeman for SECPTAN, "Seven Things Policy Makers Need to Know about School Readiness: Revised and Expanded Toolkit" (Jan. 2005). Available online. Click here to enlarge.

  Since 1970, more than 5 million mothers of young children have joined the workforce, contributing to their family’s financial security and to the country’s overall economic growth – yet making it more difficult for them to meet their children’s needs for guidance, nurturing, supervision, and educational instruction. (Source: Bruner, Floyd & Copeman for SECPTAN, “Seven Things Policy Makers Need to Know about School Readiness: Revised and Expanded Toolkit” (Jan. 2005). Available online.
• Nearly 90% of all children in child care receive poor to mediocre care, which can be harming; the majority of parents think their children receive good care and over two-thirds of parents don’t even know their child has below quality care. (Source: Cost, Quality and Child Outcome Study (1995))