A Universal Early Childhood Education System

Overview & Synopsis

In this article, the author demonstrates how the current emphasis on viewing early childhood education (ECE) as an investment keeps ECE at the margins of U.S. political debates as well as in other discussions around the world. Historically, the field of ECE in the United States has struggled, and continues to struggle, for political positioning. While studies continue to demonstrate ECE's effectiveness in preparing students for success in later life (e.g., Schweinhart et al., 2005), politicians and the public appear unwilling to implement or advocate for a universal early childhood education system. The author believes that the lack of political will to broaden ECE exists because the field continues to position itself to policymakers as an intervention or investment. Using George Lakoff's (2002, 2004) cognitive theory as a foundation, the author argues that early childhood educators must consider strategies to reframe their positioning of ECE so that they can move their field from the margins to the heart of discussions over education policy.