oor support at home and this was, after all, such a modest adjustment.
So this kind of raises a philosophical question for me. How much do small things count in determining a life?
SPIEGEL: Can small things make big differences?
PIASTA: I mean, I think that's the big question that we don't have a hold on.
SPIEGEL: The truth is this study is part of a broader effort that's been developing over the last 15 to 20 years. Education researchers who are breaking down in these minute ways how teachers should interact on a moment-to-moment basis with children in order to promote their learning. It's one focus in the field right now and there have been some encouraging findings, but it's still not clear whether interventions like this have any real staying power.
Scott McConnell is a professor of educational psychology at the University of Minnesota who's been following this research.
SCOTT MCCONNELL: The answer is that findings like this are at very high risk for fading out, but let's talk about why they might fade out. There is no reason to believe that an intervention like this provided to four-year-olds is all these kids will ever need. They're going to need sustained intervention that takes advantage of the growth that they have achieved here.
SPIEGEL: Without other programs, gains are easy to lose. McConnell also says that it's hard to implement preschool programs like this broadly because, at the preschool level, there's a very wide variety in teachers' skills. Still, he thinks that programs like this are important. He says it's very simple.
MCCONNELL: As the twig is bent, so grows the tree.
SPIEGEL: The earlier you start, the more impact you can potentially see.
GOLDSTEIN: I'm back. You didn't let the pigeon drive the bus, did you?
UNIDENTIFIED CHILD: No.
GOLDSTEIN: Thanks a lot. Bye.
UNIDENTIFIED CHILD: That was a cute story.
SPIEGEL: Alix Spiegel, NPR News, Washington.
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