Early Childhood Education
The first article is about early childhood education. The article is divided into six parts. First, it raises the issue of the age at which education begins, then introduces two early education projects in the United States to illustrate the importance of early education, and finally points out the significance of one of these projects for New Zealand. The following is the translation of each paragraph.
Click to view this IELTS reading What you need to master in the article High-frequency vocabulary And subject specific Answer analysis ：
Cambridge IELTS 5 test 3 passage 1 Early childhood education
Cambridge IELTS 5 Test 3 Reading Passage 1 Answers Analysis Early Childhood Education
Cambridge IELTS 5 Test 3 Passage 1 Read the original translation
Part A
‘Education To Be More’ was published last August. It was the report of the New Zealand Government’s Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that’s a real need; but since parents don’t normally send children to pre-schools until the age of three, are we missing out on the most important years of all?
Published last August 《Education to be more 》 。 This is the report of the New Zealand Government's Working Group on Early Childhood Care and Education. The report advocates strengthening equal opportunities and providing better funding for childcare and early childhood education institutions. There is no doubt that this is the real demand. But since parents usually don't send their children to preschool until they are three years old, have we missed the most important years?
Part B
A 13-year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words – most of the language they will use in ordinary conversation for the rest of their lives.
A 13 year Harvard University study on early childhood development shows that by the age of three, most children have the potential to recognize about 1000 words - these constitute most of the languages they use in daily communication in later life.
Furthermore, research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.
In addition, research shows that although every child is born with curiosity, it may be strongly suppressed in the second year when the article comes from the old roast duck IELTS and in the third year. Researchers claim that human character is formed in the first two years of life. In the first three years, children will learn the basic skills they will use at home and school. Once over three years old, children will expand on the basis of existing knowledge about the world.
Part C
It is generally acknowledged that young people from poorer socio-economic backgrounds tend to do less well in our education system. That’s observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called ‘Headstart’ was launched in the United States in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.
It is generally recognized that young people with poor socio-economic backgrounds do not perform well in our education system. Not only in New Zealand, but also in Australia, Britain and the United States. In order to overcome the shortcomings in education, a national plan called "Headstart" was launched in the United States in 1965. A lot of money was put into it. It sends children to preschool education institutions when they are three years old. This was supposed to help children from poor families succeed in school.
Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, ‘Headstart’ children returned to the same disadvantaged home environment.
Despite the large amount of funds, the results were disappointing. There are two explanations for this. First, the project started too late. Many children enrolled at the age of three have fallen behind their peers in language and intelligence. Secondly, parents did not participate. At the end of each day, the children of the "Headstart" project returned to the same disadvantaged family environment.
Part D
As a result of the growing research evidence of the importance of the first three years of a child’s life and the disappointing results from ‘Headstart’, a pilot programme was launched in Missouri in the US that focused on parents as the child’s first teachers. The ‘Missouri’ programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.
As more and more research evidence shows the importance of the first three years of a child's life, coupled with the disappointing results of "Headstart", Missouri, the United States, launched a pilot program. The program focuses on parents who are children's first teachers. The Missouri Plan is based on the research prediction that cooperation with families, rather than bypassing parents, is the most effective way to help children open their lives. The four-year pilot study included 380 families about to have their first child. These families represent different socio-economic status, age and family structure. They include single parent families and two parent families, dual worker families and single worker families.
The programme involved trained parent-educators visiting the parents’ home and working with the parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child’s intellectual, language, social and motor-skill development. Periodic check-ups of the child’s educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.
Trained parents educators in the program visit their parents' homes and study with their parents and children. They provide information about children's development, guidance on what children look for and expect in their growth, and guidance on promoting children's intellectual, linguistic, social and motor skills development. Regularly check children's education and sensory development (hearing and vision) to find obstacles that may hinder growth and development. Medical problems are referred to professionals.
Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child care.
Parent educators visit in person and hold monthly group meetings with other new parents to exchange experience and discuss topics of interest. The parent resource center located in the teaching building will provide families and educators with learning materials needed to care for children.
Part E
At the age of three, the children who had been involved in the ‘Missouri’ programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development. In fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.
At the age of three, children participating in the Missouri program were evaluated. Other children from a variety of socio-economic backgrounds and family situations were also assessed together, as well as some randomly selected children of the same age. The results were astonishing. By the age of three, the children in the project were significantly better than their peers in language development, made greater strides in problem-solving and other intellectual skills, and also took the lead in the development of social skills. In fact, the average performance of children in this program in auditory comprehension, writing ability and language ability is equivalent to the top 15% to 20% of their peers.
Most important of all, the traditional measures of ‘risk’, such as parents’ age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child s development was family stress leading to a poor quality of parent-child intera ction. That interaction was not necessarily bad in poorer families.
Most importantly, traditional "risk" measures, such as parents' age and education, or whether they are single parents, have little to do with the measurement of achievement and language development. Children who participate in the programme perform well regardless of their socio-economic status. Abuse of children has almost been eliminated. Another factor found to affect children's development is the low quality of parent-child interaction caused by family pressure. This interaction is not necessarily bad in poorer families.
Part F
These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalised early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.
These findings are exciting. In New Zealand, more and more evidence shows that children with poor socio-economic backgrounds have a poor foundation when they go to school, and our school system tends to perpetuate this disadvantage. The proposal described above can break this negative cycle. The concept of working with parents at home or in the workplace is in sharp contrast to the report of the Working Group on Early Childhood Care and Education. Their focus is to provide children and mothers with access to childcare and institutionalized early childhood education. There is no doubt that education between the ages of three and five is crucial. However, some evidence shows that if the focus is not on parents' education and the importance of the first three years, it is not enough to overcome educational inequality.
Cambridge IELTS 5 Test 3 Reading Passage 2 Translation of the original text Disappearance Delta
The return of Artificial Intelligence
