Most school children come to school with broadly diverse preparation for their continuing social involvement and learning. These dissimilarities reveal diverse experiences that play key roles to establish the life prospects of children. Children get experiences both at home and in the early childhood development programs (Tayler et al., 2016). These programs impact differently on the developmental and learning outcomes of these children. Programs that are high in quality improve the chances of life for children through to maturity and have extreme effects on deprived children. However, if a child does not participate in an early childhood development program, they have poor progress, and if the program is of lower quality, the children will get negative effects on their outcomes in the early years of learning (Hunter & Walsh, 2014).
Rationale of the Study
This project was chosen because early childhood education (ECD) programs and family environments prepare children for schooling. However, not all ECD programs are similarly effective in establishing the pillars for learning and social participation. What program essentials provide more enduring and stronger effects on the outcomes of a child? This question describes the quality that ECD explores. It purposes to offer proof about ECD programs in a varied range of societies, including urban locations, remote regions and combines local and unprivileged children. The study will identify significant components of value within and across the ECD program types (Cloney et al., 2016).