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Early Childhood Influences

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HOW EARLY INFLUENCES MAY IMPACT CHILDREN’S LEARNING AND WELL-BEING?
Early childhood is very important to everyone because it shapes who children become as adults. Therefore, early childhood will be the solid foundation for the whole life of every child if the childhood is nurtured in the best environment. In almost education systems, people now acknowledge that health, emotional well-being and life success have their roots in early stages. Indeed, the United Nations Convention on the Rights of the Child was enacted for signed countries to be “responsible for providing children with the opportunities necessary to develop physical, cognitive, social and emotional capacities in early life” (Hertzman & Williams, 2009).
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However, inequalities in development emerge early in childhood, usually before school entry. Children who are outstanding their mates will likely get better results in school, and vice versa, children who are already behind their peers when they begin school will likely fall further behind (Mustard & McCain, 1999). Eventually, fully engaging these children in the educational pathway may be difficult. Therefore, the early intervention for children development will make a difference for their future. In 1984, Berrueta-Clement, Schweinhart, Barnett, Epstein, and Weikart examined the longitudinal effects of early intervention children at risk either for school failure or for special education placement. The results reveal that by age 19, children in the intervention group had had greater school success and were more likely to graduate from high school than were the control children. Besides, in socioeconomic terms, the intervention group had a higher level of employment, had greater earnings, and were more likely to be self-supporting. Moreover, indices of social responsibility showed more favourable outcomes for the intervention than the control group: students in the intervention group had lower crime rates and displayed less delinquent behaviour. Follow-up of the subjects at age 28 indicated that these patterns continued to …show more content…

F. & McCain, M. (1999). Reversing the real brain drain, early years study: final report. Ontario Children Secretariat. Retrieved from http://govdocs.ourontario.ca/node/15136
(Robichaud, 2001).
Robichaud, A. M. (2001, Apr 21). Set the stage for lifelong learning early. New Brunswick Telegraph Journal Retrieved from https://libsecure.camosun.bc.ca:2443/login?url=https://libsecure.camosun.bc.ca:2067/docview/423132930?accountid=26530
(Morrison, Abrami, Chambers & Massue, 1998).
Morrison, S., Abrami, P. C., Chambers, B., & Massue, F. M. (1998). Success for all: Evaluating an early-intervention program for children at risk of school failure.Canadian Journal of Education, 23(4), 357-372. Retrieved from https://libsecure.camosun.bc.ca:2443/login?url=https://libsecure.camosun.bc.ca:2067/docview/215376922?accountid=26530
(Gupta, 2009).
Gupta, A. (2009, Mar 25). Math is never wasted on the young; children as young as four months can tell the difference between 1, 2 and 3. CanWest News. Retrieved from https://libsecure.camosun.bc.ca:2443/login?url=https://libsecure.camosun.bc.ca:2067/docview/461048844?accountid=26530
Levine, L. E. & Munsch, J. (2018). Child development: An active learning approach (3th ed.). Canada:

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