"During the past 60 years, early childhood education (centers, preschools and pre-kindergarten classrooms) has been a topic of discussion among educators and government leaders. Some believe that early childhood education wastes time and money, while others believe investing in the early years can save us money in the long run. One thing I am sure about is that the early years are important," writes Evelyn Sullivan, director for Early Childhood Education at the North American Division of Seventh-day Adventists.
I’m sure we can each share memorable stories that would put a smile on our faces. I can vividly remember listening to my grandmother read Bible stories while I was on her lap as she rocked me back and forth on a big rocking chair. The sound of the creaking chair, her soothing voice, and remembering the glasses that framed her face still warm my heart.
However, I recognize that some people did not have a positive early childhood journey due to traumatic events, neglect and adults who did not protect them. Whether good or bad, early childhood experiences shape and form the people we become. The North American Division has invested in incorporating early childhood education as the foundation of our education journey because we believe we must begin the journey on solid ground.
Historically, the Seventh-day Adventist Church has often quoted Ellen G. White’s statement from 1872 that “Parents should be the only teacher of their children until they have reached eight or ten years of age.” (1)
You may ask, “Why are we starting children so young in our Seventh-day Adventist schools?” I’m always prepared to answer this question. The answer surprises people each time.
White said, “Mothers should be able to instruct their little ones wisely during the earlier years of childhood. If every mother were capable of doing this, and would take time to teach her children the lessons they should learn in early life, then all children could be kept in the home school until they are eight, or nine, or ten years old.” (2)
White believed the ideal plan was for the mother to be the teacher during the formative years. However, she said, “God wants us all to have common sense, and He wants us to reason from common sense. Circumstances alter conditions. Circumstances change the relation of things.” (3)
During the past 60 years, early childhood education (centers, preschools and pre-kindergarten classrooms) has been a topic of discussion among educators and government leaders. Some believe that early childhood education wastes time and money, while others believe investing in the early years can save us money in the long run. One thing I am sure about is that the early years are important.
… Therefore, I, from the light that God has given me, [declare that] if there is a family that has not the capabilities of education, nor discipline and government over their children, requiring obedience, the very best thing is to put them in some place where they will obey. Put them in some place where they will be required to obey, because obedience is better than sacrifice. Good behavior is to be carried out in every family … The Lord wants us to take all things into consideration.” (4)
White was practical and not afraid to say God had shown her new light. This new light was given to her because she recognized that mothers were working, and the children were left unattended while they were working. She admitted that it would be better for the little ones to be under the discipline of a trained teacher than left unattended on their own.
“I say, these little children that are small ought to have education, just what they would get in school. They ought to have the school discipline under a person who understands how to deal with children in accordance with their different temperaments. … He wants this education to commence with the little ones. If the mother has not the tact, the ingenuity, if she does not know how to treat human minds, she must put them under somebody that will discipline them and mold and fashion their minds.” (5)
Now that we have sorted out what White counseled on school-age entrance, we can all agree that the early years are essential. She also said, “Now I want that just as long as Willie’s children (ages 7 and 3) are here, and they live here, they should have the discipline of a school. If it can be connected with this school by putting on an addition to the building, one room say, for such students, every one of us ought to feel a responsibility to provide that room….” (6)
How about that? White counseled that a building, one room [small centers or preschools] be added to schools. She was ahead of the times and recognized that those early years are the foundation of character development. Once again, she recognized that having a separate school for the little ones was important.
The early years are called the foundation years on which all future learning is built. If the foundation of a house is weak, it will compromise the structure's integrity. The same can be said about the foundation during the early years — if it is compromised, it will weaken the child’s learning ability. The early years prepare children for successful experiences impacting their formal learning, behavior and health. Happy and stable children tend to become happy and stable adults.
Early childhood development is divided into five stages. Each stage builds on the previous stage. The first stage is newborn development. At this stage, the child is dependent on adults for everything. The second stage is infant development. An infant is also reliant on adults but has progressed in development. The third stage is toddler development. They still depend on adults but are beginning to show their independence. The fourth stage is preschooler development; you see the most growth during this stage. They start separating themselves from their parents but still depend on other adults (i.e., teachers). The fifth stage is school-age development.
Investment in Seventh-day Adventist Early Childhood Education (ECE) is investing in future happy and healthy adults. For example, the first three years of life can profoundly impact reading when a child is in third grade. The more words children are exposed to during their formative years, the more confident they will be when they learn to read. Building vocabulary during the early years facilitates strong reading comprehension. Reading opens the world to extraordinary opportunities that can lead to future success.
Before kindergarten, if a child attends a Seventh-day Adventist center, preschool or pre-kindergarten program, the teacher will focus on helping students develop their spiritual growth, fine and gross motor skills, social-emotional skills, physical, linguistic and cognitive skills. These skills prepare children to receive formal educational instruction. This is often referred to as school readiness. When children start formal school ready to learn, they will have the necessary tools for future success — this will allow children to confidently learn new skills and cope with new challenges.
ECE provides the building blocks for educational success. We all need to help lay a strong foundation for future success during this significant period. ECE is a partnership between the home, church, early childhood program, extended family, community and beyond. If your church or school is interested in starting an early childhood program, contact your local conference and union office of education. Together, we can help build happy and healthy children who will want to share Jesus's love with others around them.
Evelyn Sullivan, MEd, is director for Early Childhood Education at the North American Division of Seventh-day Adventists.
