Preventing Early Learning Failure

Preventing Early Learning Failure

Preventing Early Learning Failure

Preventing Early Learning Failure


Each year thousands of young children who have the capacity to experience school success and a love of learning do not. Some come to school without good early learning experiences and are unprepared for school learning activities. Others have experienced physical or emotional setbacks that cause them to be at risk of early learning failure.

Some children have never experienced parents who provide firm limits in a loving way, and they are not prepared to accept adults as authority figures. Others have had thousands of hours of access to entertainment systems that do not help develop attention, initiative, motor skills, social skills, or language.

Some children have mild deficits in auditory processing, visual processing, or motor skill development. Some children just develop a little more slowly than others and may need nothing more than additional time at the appropriate instructional tasks.

Most of these children have the potential to succeed in school and to become happy and productive learners. But often in our rush to cover important areas of instruction, we leave these children behind. They are not yet eligible for specialized teaching services or programs because they are not yet far enough behind.

In Preventing Early Learning Failure, the authors ask some basic questions that most schools have not yet fully addressed. Should we require several years of failure before support services are given to young learners? Are there proven and promising strategies that reduce the number of children who experience early learning failure? If we make a commitment to helping every possible child succeed in the early grades, will we have to rethink the way educators work with parents?

In Chapter 1, I open with a definition of the issue and point out practices in parenting, education, medicine, and the use of media that may contribute to early learning failure.

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