Pre-schools

FUNdamentals building blocks

Early years programmes
deliver a proven return

The essential reason for a comprehensive, well researched pre-school programme is that it helps develop a happy well-rounded child and closer parent/child bonds. But it’s also an inexpensive and financially logical initiative at a national or local government level.

That’s been recognised by the EU who are helping fund Polish cities like Wroclaw, Bialystok and Lublin to team up with FUNdamentals. World-wide longitudinal research* shows that a comprehensive pre-school programme, combining nursery school education with parental advice with games and activities:

  • Creates more stable families
  • Reduces the need for Special Education services – by 41%
  • Increases pupils’ future grades on standardised tests
  • Increases secondary school graduation rates by 29%
  • Increases university graduate rates by almost 400%
  • Reduces crime and delinquency – by up to 70%
  • Reduces teenage pregnancy rates – by 80%+
  • Reduces unemployment benefit applications by 500%
  • Increases employment rates and lifetime income level – by well over 33% per year by 40 years old.
  • Creates higher female labour market participation
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Overall The High Scope Perry long term study showed a that each $1 invested in supporting at-risk families with a pre-school development programme brings a $7 return – from increased tax revenues, reduced social payments, and reduced remedial education costs.

In another confirming study, the Ounce of Prevention Fund shows that children of at-risk families who do not participate in such a programme are 25% more likely to drop out of school, 50% more likely to be placed in special education, 60% more likely to never attend college, and 70% more likely to be arrested for a violent crime.

The single best predictor of a child’s early success in primary school is the level and quality of talking between parents and their pre-school child. A well-educated family will have almost triple the level of interaction between parent and child than an at risk family (Hart & Risley).

Our own research shows that a FUNdamentals family will spend much more time interacting – and fathers especially spend substantially more time with their child – because they know what to do and why.

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* Research Sources: Chicago Longitudinal Study, Yale University Child Study Center, The Carolina Abecedarian Project, The High/Scope Perry Preschool Project, The Head Start Survey (US Dept of Health and Human Services), Ounce of Prevention Fund (www.ounceofprevention.org), Hart, B & Risley, TR (1995):Meaningful Differences in the Everyday Experience of Young American Children