Transactional models of early education effectiveness – What is the message for policy?

Abstract

There is now a substantial body of American research evidence demonstrating that early education programmes can have major long term effects right through into adult life. Cost‐benefit analysis has enabled the data to be transformed into a compelling case for public financial investment. But insufficient attention has been paid to explaining how a short term preschool programme could have such enduring effects. The effects are best understood by applying a transactional model which shows how processes in the school and community transformed and amplified short term effects into long term outcomes. Adopting a transactional model modifies the messages for policy. The results of evaluations carried out in one society may not apply in another. In some school systems there may be more effective strategies than early education for improving educational prospects.

Key words:

• Preschool effectiveness
• Headstart
• transactional model
• policy