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Abstract
Within United States policymaking, there is widespread recognition that universal preschool works towards a societal good, advancing children's social and academic needs while expanding the economic landscape for a nation. However, in trying to deliver these benefits, all too often educational policies apply a rigid format that overemphasizes academic readiness and demonstrates an incomplete understanding of the many ways in which children learn. This review draws on the seminal work of Genishi to stress that educational policy must incorporate the diverse perspectives of the primary stakeholders — young children and educators — to be successful.
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