One of the big topics in early learning today is the roles of standards and curriculum in preschools. A study released this week suggests teachers should dedicate more time to self-control exercises and children should spend more time in preschool.

Results suggest effects accumulate and that more preschool is better than less, as children demonstrated significant growth during both years of school. Thus, children completing their second year of preschool had higher scores on decoding and letter knowledge than children finishing their first year of preschool, even though the two groups of children were similar in age. In contrast, vocabulary growth was not associated with time spent in school for either year of preschool. – “Schooling effects on preschoolers’ self-regulation, early literacy, and language growth.” Early Childhood Research Quarterly. 2011.

As teachers, researchers and advocates continue to debate and discuss what should be taught in preschool, the study found preschool was associated with developing literacy skills. However, more time should be spent on self-control and vocabulary development, according to Lori Skibbe, one of the researchers who led the study and an assistant professor of child development at Michigan State.

“Children who spent two years in preschool, for example, did better in literacy,” Skibbe said in a summary of study released by the university.

Skibbe said she supports a preschool curriculum that combines a focused, “holistic approach” to all three elements – literacy, vocabulary and self-control. – “Preschool beneficial, but should offer more, study finds.” Michigan State University. 2/1/11.

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