A number of investigations of pupil progress in school have definitely shown that the percentage of failure in the first grade is much higher than in the other grades. In the light of these investigations, it is safe to assume that there must be a number of contributing factors to this failure in grade progress. The nature of these factors and what the school can do, if anything, to mitigate their influence on pupil progress in the first grade constitute a challenge to educational research. The present study undertakes an investigation along these lines. The purpose of this study is threefold: (1) to investigate the need for a pre-school program; (2) to study the reported values of such a program; and (3) to survey a certain number of schools to determine the extent and nature of preschool programs if any.

Research points out the many complex problems of the disadvantaged child. The purpose of establishing many preschool programs throughout this country has been to seek the most effective ways of educating the culturally deprived and to utilize the standardized measurements to assess various programs. The purpose of the present study is to evaluate the intellectual functioning and sensory-motor abilities of the disadvantaged child at the preschool level, to determine his growth in these areas during his participation in the program, and to determine whether or not four different teaching models are instrumental in bringing about intellectual and sensory-motor improvements.

This is a historical study of preschool nationally and partly internationally with a focus on elucidating the development of quality elements. The study will trace the beginnings of perkindergaten and how the programs have evolved to their current state. The study contains a look at the current state of prekindergarten programs within the United States and how the differing states are measuring their programs. The use of the word quality is examined as it relates to how programs are designed and implemented. The study will also examine several different states that have been acknowledged as the front runners in prekindergarten education services. The international perspective includes at look at several different countries and how they have implemented their early childhood programs. This is section looks at some of their standards for their programs and the requirements for their teachers. The final part of the study draws conclusions as to how to best proceed when making polices for prekindergarten programs in the United States taking into account the many perspectives.