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ECRP. Vol 4 No 1. Moving up the Grades: Relationship between Preschool Model and Later ... - 2 views
This trend is especially prevalent in programs that serve low-income children. Compensatory early childhood programs such as Head Start and state-sponsored pre-kindergarten for low-income families and preschoolers with special needs are designed to help children acquire skills needed for later school success.
Beginning in the 1980s, leading early childhood experts expressed concern about the wisdom of overly didactic, formal instructional practices for young children (e.g., Elkind, 1986; Zigler, 1987). They feared that short-term academic gains would be offset by long-term stifling of children's motivation and self-initiated learning. Later research suggests that these early concerns were warranted
They cautioned that early academic gains in reading skills associated with didactic instruction of preschoolers "come with some costs" that could have long-term negative effects on achievement.
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imilarly, when the highly didactic Direct Instructional System for the Teaching of Arithmetic and Reading (DISTAR) was discontinued after third grade, children's previously high achievement in reading and mathematics declined
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