The author has actively sought scientific research on raising successful children, implementing strategies such as choosing an advantageous neighborhood, actively supporting their child, and praising effort over results. A compelling study from Montreal showed a correlation between boys described as attentive and prosocial at age five or six and higher adult earnings. This study focused on boys due to funding for juvenile delinquency research, acknowledging limitations like data access. The author personally adopted the researched parenting practices, including memorizing the definition of "prosocial." A recent study involving nearly 28,000 low-income children in Miami-Dade County provided further validation. Children attending public school pre-K at age four demonstrated better academic performance in third grade compared to those in other early childcare settings. This association was observed even after controlling for initial cognitive skills, demographics, and poverty status. A key factor potentially explaining this difference was the requirement for public school pre-K teachers to hold college degrees. Researchers suggest that better-educated and trained teachers, knowledgeable in developmental psychology and classroom management, contribute to improved learning outcomes. The study highlights the significant impact of teacher training and preparation on children's development, challenging the notion that extensive education isn't necessary for early childhood educators.