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広島大学大学院人間社会科学研究科紀要. 教育学研究 1 号
2020-12-25 発行
Long-Term Effects of Preprimary Education on Cognitive Development: Evidence from PISA-D Participating Countries
Abstract
The impact of attending preprimary school on primary education has received considerable attention in the literature. There is persuasive evidence for the hypothesis that preprimary education experience supports children’s development of cognitive skills later on in school. However, in the case of middle- and low-income countries, evidence of a long-term effect of preprimary education on cognitive development is not as abundant. This study investigates the relationship between preprimary education and reading achievement at age 15 in seven countries participating in the PISA for Development project̶Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia. The sample sizes amounted to more than 4,000 children in each country. The present analysis uses a t-test and multiple liner regression. The findings show that in all analyzed countries the reading achievement of children who attended preprimary education was higher than of those who did not. When taking into account student, family, and school factors, preprimary education had positive effects in Honduras, Senegal, and Zambia but negligible effects in Cambodia, Ecuador, Guatemala, and Paraguay. The results bolster the case for expanding quality preprimary education in both middle- and low-income countries. The findings can contribute to the discussion on early childhood care and education.
About This Article
著者キーワード
preprimary education
later achievement
long-term effect
PISA for development
low-income countries
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Copyright (c) 2020 人間社会科学研究科
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