Future-oriented preschol education : proposed goals and program characteristics

The world of today is marked by change, complexity, and uncertainty. The well-being of an individual will depend on his/her ability to manage-and sometimes to cope--in this world. Preparation for this unknown but highly complex future is regarded by many as a major role of educational programs.

Present educational curricula must be changed to meet the needs of the individuals in today's society. Educators have begun the task of designing future-oriented curricula for the formal years of schooling; however, little planning has been done in the area of preschool education. At this time it is crucial to begin the process of determining goals and program characteristics for future-oriented preschool education.

The present study was designed to gather the opinions of experts from a number of different fields on three concerns: (a) needs of today's 3- and 4-year-old children during their lives as adults in the 2lst century, (b) goals of today's preschool programs for 3- and 4-year-old children which are consistent with these needs, and (c) program characteristics which would facilitate these goals. A three-phase Delphi procedure was used to gain a consensus of 50 participants on these three concerns.

The respondents described 28 projected needs of today's preschooler in his/her life as an adult. It was apparent from the responses that the adult in the 2lst century will need an appreciation and understanding of the environment and an ability to use resources wisely. It also was evident that the individual will need an appreciation and understanding iv

of others as well as an ability to live interdependently with them. In addition, the individual will need other skills and attributes that could enhance the ability to cope and/or manage effectively (e.g., creativity, problem-solving skills, a firm personal identity, and flexibility).

No current program model encompasses all of the ideas expressed in the study concerning needs of today's preschoolers or the suggested goals and program characteristics for preschool education. In the view of the participants, the preschool environment should be one of affection, trust, respect, and acceptance of the child. It seems that an individualized, noncompetitive program in which challenging experiences for children are provided in an open environment is most consistent with the recommendations. Program goals also should be focused on skills and attributes such as creativity, problem-solving skills, firm personal identity, excitement with life and learning, understanding and appreciation of the environment, communication skills, and flexibility and adaptability in thinking and behavior.

The results of this study do not represent a new model or paradigm for preschool education. However, the ideas generated in the study could serve as a working framework from which a more explicit, but dynamic, modelcould be developed.