Evaluation of Early Childhood Enrichment Programs∗

∗ Paper presented in a forum entitled: “Leadership in early childhood education from the 1960s to the 1990s and beyond” at the annual conference of the National Association for the Education of Young Children, Atlanta, Georgia, December, 1994.”

Abstract

∗ Paper presented in a forum entitled: “Leadership in early childhood education from the 1960s to the 1990s and beyond” at the annual conference of the National Association for the Education of Young Children, Atlanta, Georgia, December, 1994.”

Leaders in the field of enrichment programs for young children and their families often have a difficult time when considering the pros and cons of program evaluation. Their major energies are focused on thinking through programmatic philosophy and implementation procedures to enhance children's lives. Yet when evaluation components are carefully built into the planning process, they can often serve as a powerful adjunct to enhance the quality of service provision. Decisions as to how much evaluation to do, how to choose instruments, and how to train testers, observers, and interviewers become crucial for establishing not only the technical dimensions of evaluation but also the valueof evaluation. When leaders are clear and convincing, then staff realizes how important this component will be in helping a program meet its targeted goals for families; they may change from suspicion of evaluation to enthusiastic support.

Program evaluations have many dimensions. Systematic efforts to evaluate an enrichment or intervention program requires much decision making. Depending on the goals of the evaluation, the form and focus, intensity and extensiveness of the procedures and the level of formality will vary (Honig, 1995).

Notes

∗ Paper presented in a forum entitled: “Leadership in early childhood education from the 1960s to the 1990s and beyond” at the annual conference of the National Association for the Education of Young Children, Atlanta, Georgia, December, 1994.”