Language and literacy skills established during early childhood are critical for later school success.
The early childhood years (through age 8) are vital to creating the foundation for later school success.
They also highlight the opportunities presented by these instruments to assess outcomes of delaying bell times, compare communities meaningfully, and establish the need for later school start times in individual school districts.
Law-based arguments and messages to advocate for later school start time policies in the United States Lee C.J., Nolan D.M., Lockley S.W., Pattison B. (2017) Sleep Health, 3 (6), pp. 486-497.
Though many children develop this ability at home, children of stressed and overwhelmed parents have fewer opportunities to do so and benefit greatly from preschool programs as preparation for later schooling.
Please encourage the health community to advocate for later school start times (certainly after the 8 a.m. hour) instead of just putting all the burden on individual students and families.
The purpose of this exploratory study was to examine the impact of an intervention program targeted at teachers and designed to encourage and facilitate father/male involvement in state-funded prekindergarten programs for children identified as being at-risk for later school failure.
In doing so, they acknowledge the proven relevance of early domain-specific skills and abilities for later school success.
There is also a need to account for later school quality, for example, by measuring the amount and type of later instruction provided to treatment and comparison groups to better understand the variables influencing fade-out or catch-up effects.
Although children all over the world start formal schooling at slightly different ages (generally between four and seven), this time period is developmentally meaningful time for young children, as it coincides with important cognitive changes, when basic literacy and numeracy skills are learned setting the stage for later school success (Alexander et al. 1988).
