ABSTRACT
An ever-widening body of knowledge is emerging that identies a link between quality early childhood program services and children’s positive developmental outcomes (Saracho & Spodek, 2012). This literature base suggests that when children attend high quality early childhood programs, positive gains can be seen in such areas as vocabulary development, early math skills, print awareness and prereading competencies, and peer relations and social competence. This relationship is especially strong for those children who have been identied as being at-risk for later school failure due to a variety of economic and demographic factors (Pungello et al., 2010).
