Date

5-8-2019

Document Type

Thesis

Abstract

Universal Pre-Kindergarten (Universal Pre-K) refers to government-funded preschool programs by the state (Rock, 2018). Universal Pre-kindergarten is an initiative to enhance children’s cognitive development and learning before entering kindergarten (Atchison, Parker & Diffey, 2017). Universal Pre-Kindergarten is a controversial topic due to the cost of sending students, which requires funding from the government (Rock, 2018). By conducting research through a literature review, I hope to discover the pros and cons of the effects of universal Pre-K on children’s educational trajectories as well as their cognitive development and social/emotional skills. Through research I hope to come to a concrete conclusion supported by evidence about the nature of the impact of universal Pre-K on student learning and development by focusing on the political aspects, and the effects on students of varying socioeconomic status. This data is critical to the Early childhood field because Pre-K is the beginning of education, and not all students attend, which has the potential to impact students’ future learning.

Department

Early Childhood Education

Thesis Comittee

Dr. Heather Pacheco-Guffrey, Thesis Advisor

Dr. Andrea Cayson, Committee Member

Dr. Jeanne Ingle, Committee Member

Copyright and Permissions

Original document was submitted as an Honors Program requirement. Copyright is held by the author.

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