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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.

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Most cited references 45

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The Challenges of Achieving Equity Within Public School Gifted and Talented Programs

Scott Peters (2021)

K–12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and in K–12 schools. The purpose of this article is to outline why such inequity exists and why common efforts to combat it have been unsuccessful. In the end, poorly designed identification systems combined with larger issues of societal inequality and systemic, institutionalized racism are the most likely culprits. I end the article with a hierarchy of actions that could be taken—from low-hanging fruit to major societal changes—in order to combat inequity in gifted education and move the field forward.