Josh's First discourse analysis

Rose, Elizabeth. The Promise of Preschool: From Head Start to Universal Pre-Kindergarten. New York: Oxford, 2010. Print


In this book, the author pushes to persuade his readers to understand the benefits of the head Start program. It subscribes to a more historical and social view of the Head Start program than an educational one. The author shares stories and experiences from actual participants who are on a low income balance. She shares how different economic situations shape how a parent will strive to supply education for their children. She later goes on to say that "there are no bounds for what you do for your children" (6). While I agree partially with this statement, I believe that, for a parent, there are bounds that everyone is tied to in order for them to provide proper support for their children. I don't believe that parents, as some stories say, should cause riots and threats in order to have their children attend this program. I don't think that this type of "commitment" to their children sets a good example. I think that this statement, followed by these stories, are more of an assumption of an end result that might occur. While protesting and harassing might get some kids into the program, I don't think it will always work. even still, with the stories given for this particular setting; it gives the reader a more broader perspective on how to help their children.
Along with the very intriguing stories at the beginning of this book, Elizabeth Rose takes a kind of neutral, yet defensive, position about Head Start and its role in providing the best benefits for children and parents. She gives her stance on her book when she said, "What follows is not a set of detailed policy prescriptions or an argument for a particular approach to preschool, but rather an effort to explain how we arrived at our current set of dilemmas about preschool and what questions need to be answered in moving forward" (x). Even with this disclaimer that she is neutral to every form of early childhood education, there is a clear stance that presents the assumption that the Head Start program far surpasses the other childhood programs. With all the miracle stories that are presented, it does persuade readers to think that Head Start would be the best option for their children. I believe that these stories and the authors semi-neutral stance does paint a clearer picture to what Head Start can offer families, especially low income families, but I think that it sets up blinders for the reader to think that this is the only program that will give positive results. With this thinking, readers might miss out on a greater educational opportunity that might exist in their community that fits their needs better. I believe that this book is a great guideline to what pre-schools should be considered. One story in particular tells of a low income family that was paying an insane amount of money to a private pre-school. The story goes on to state that they were paying the equivalent of a years worth of tuition to California State University for their child to attend this particular pre-school (4). I think that this story, as true as it may be, can worry some people about education for their children. Although, I do like the point the author makes after that. She tells how public decisions influence private ones. I think that this is true; the educational system does affect our decisions to where we send our children. Rose goes on to say that , "Programs for preschool children in the United States straddle this crucial divide between education (which is seen as a public responsibility) and care (seen as a private one). While in reality most programs for young children combine care and education, it matters greatly whether a preschool program is understood as being primarily in one category or the other (7). Right here, I believe, is the binary of public and private.
Throughout this book, there seems to be this binary struggle of private education versus public. Rose shares stories that show the opinions of parents with children in private preschools with parents of children in public preschools, like Head Start. She goes on to examine history and how public and private schools have evolved and the strengths for each (73). Even though the author set a neutral stance at the beginning, you can tell that she favors the public educational system, such as Head Start, over private preschools. This binary combat of private versus public ends in a tie (as far as the authors tries to make it seem), but ultimately leads us to wonder if preschool education isn't as black and white as we read. Although there might have been a lot of "this or that" phrases thrown around, I agree with where the author directed and ended this book. She leaves a more open ending for us, as readers, to draw our own conclusions about not only Head Start, but about pre-kindergarten schools whether private of public.
I have to say that all in all I quite enjoyed this book. It has helped me to look at all the possibilities for early childhood education. I didn't realize there were private preschools. I find that the main subject of this book is not to argue about which school is best for your three year old, but rather to help open the perimeters for some individuals and give readers more options. I feel that this was adequately done. I also think that with such a seemingly neutral stance, people might have a hard time following or pursuing further information based off this book. Although, i have yet to see any book or article disclaiming what had been said here.