Preschool participation and students’ learning outcomes in primary school: Evidence from national reform of pre-primary education in Ethiopia

Kim, Janice

doi:10.1016/j.ijedudev.2022.102659

Cited by 16 publications

(7 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This focus has been motivated by a growing body of international evidence, which underscores the positive in uence of quality services provision of pre-primary education on children's learning outcomes and future economic prospects, particularly among disadvantaged groups (Amogne, 2015;Black et al, 2016;Engle et al, 2011;Yoshikawa et al, 2013). Despite the recognition of these bene ts, it is important to address the existing challenges, as approximately one-fth of children in low-income countries, including Ethiopia, still lack access to quality services of pre-primary education (Richter et al, 2018;Zubairi ;Rose, 2017& Kim, 2022. As a result, there is a pressing need for research that explores the various factors that in uence the quality of service provision in pre-primary education.…”

Section: Introductionmentioning

confidence: 99%

Pre-Primary Education Practices and Quality Service Provision in Gambella Regional State, Ethiopia

Legede,

Mamo,

Yismaw

et al. 2024

Preprint

View full text Add to dashboard Cite

This study aimed to investigate the practices and status of quality service provision in pre-primary schools in Gambella Regional State, Ethiopia. The study was assessed the current practices of pre-primary education, the leadership practices of pre-primary schools, the attachments of pre-primary education with primary schools, and the overall status of quality service provision. A mixed-methods approach was employed, utilizing both quantitative and qualitative methods. Participants included education experts, principals, teachers, and parent teachers’ association leaders. Data was collected through questionnaires, observations, interviews, focus group discussions, and document analysis. The study findings revealed significant deficiencies in the existing practices of pre-primary education in government preprimary schools, despite the presence of policy and standard provisions for pre-primary education in the region. These deficiencies encompassed a lack of implementation guidelines, insufficient provision of age-appropriate teaching-learning materials, limited activities promoting children's interaction, inadequate teacher-student ratios, classrooms that were not adequately sized, poor ventilation, and inappropriate furniture. Additionally, the attachment of pre-primary schools to primary schools posed difficulties, with a preference for establishing pre-primary schools separately. The study also identified concerns regarding the quality of service provision, including low levels of improvement in reading skills, recognition of alphabet letters, children's interest in learning, and parental satisfaction. This study underscores the urgent need for significant improvements in the quality of pre-primary education in government preprimary schools in Gambella Regional State. Addressing the deficiencies in implementation guidelines, teaching-learning materials, teacher-student ratios, classroom size, and furniture suitability is crucial. Furthermore, the establishment of separate pre-primary schools is vital steps towards enhancing the overall quality of pre-primary education in the region.

show abstract

Section: Introductionmentioning

confidence: 99%

Pre-Primary Education Practices and Quality Service Provision in Gambella Regional State, Ethiopia

Legede,

Mamo,

Yismaw

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…To build a strong education country, the base point is basic education [1]. Pre-school education is the foundation of basic education for children's physical and mental health and comprehensive development, overall quality of the nation to improve the overall quality of the country's economic and social harmony and stability of the development of the basic, global, strategic role [2][3][4].…”

Section: Introductionmentioning

confidence: 99%

Social Emotional Learning Modeling for Enhancement in Preschool Education

Wang,

Zhang

2024

Applied Mathematics and Nonlinear Sciences

View full text Add to dashboard Cite

Social-emotional learning is an important part of young children’s overall development and has a positive effect on their social development, good emotional and moral character, and the formation of a healthy personality. This paper proposes a social-emotional learning model based on collaborative knowledge construction. It investigates the social-emotional learning ability of 50 toddlers in two large classes of X kindergarten in G city by combining the Peer Interaction Ability Scale, Emotional Understanding Test, and Interpersonal Problem Solving Test. The factors that affect social-emotional learning ability in the activities of the older class were studied to explore the enhancement of the social-emotional learning model in preschool education. The results showed that the social-emotional learning model can significantly (p<0.05) enhance the social-emotional learning level of young children in five dimensions: self-awareness, self-management, social awareness, interpersonal skills, and making responsible decisions. This study enriches the existing theoretical system of social-emotional learning and provides theoretical and practical support.

show abstract

“…Global evidence suggests that early childhood education (ECE) offered at a better quality can positively impact a child’s intellectual, social and emotional development, and continued learning in future 7 , 8 . In a Brazilian cohort, children who received structured ECE, compared to those who did not, had higher cognition scores by 8 units at 5 years of age, after adjusting for home environment and socioeconomic status 6 .…”

Section: Introductionmentioning

confidence: 99%

Structured early childhood education exposure and childhood cognition – Evidence from an Indian birth cohort

Koshy,

Srinivasan,

Srinivasaraghavan

et al. 2024

Sci Rep

View full text Add to dashboard Cite

Experiences in early childhood form the bedrock of future human potential. In impoverished settings, structured early childhood education (ECE) in preschool years can augment overall childhood and later human abilities. The current study evaluates preschool learning exposure and childhood cognition, using longitudinal follow-up of a community-based birth cohort in Vellore, south India. The birth cohort study site in Vellore recruited 251 newborns between 2010 and 2012 from dense urban settlements and further followed up into childhood. Preschool enrolment details were obtained from parents. Childhood cognition was assessed by Weschler’s preschool primary scale of intelligence (WPPSI) and Malin’s intelligence scale for Indian Children (MISIC) at 5 and 9 years of age respectively. Bivariate and multivariate regression analyses were performed with adjustments for socio-economic status (SES), maternal education, stunting status and home environment. Out of 251 new-borns recruited into the MAL-ED birth cohort, 212 (84.46%) and 205 (81.7%) children were available for the 5 year and 9 year follow-up respectively. At 5 years, structured ECE of 18 to 24 months duration was significantly associated with higher cognition scores, with the highest increase in processing speed [β: 19.55 (11.26–27.77)], followed by full-scale intelligence [β: 6.75 (2.96–10.550)], even after adjustments for SES, maternal cognition, home factors and early childhood stunting status. Similarly adjusted analysis at 9 years showed that children who attended 1.5–2 years of structured ECE persisted to have higher cognition, especially in the performance domain [β: 8.82 (2.60–15.03)], followed by the full-scale intelligence [β: 7.24 (2.52–11.90)]. Follow-up of an Indian birth cohort showed that structured ECE exposure was associated with better school entry cognition as well as mid-childhood cognition. Strengthening ECE through a multi-pronged approach could facilitate to maximize cognitive potential of human capital.

show abstract

Preschool participation and students’ learning outcomes in primary school: Evidence from national reform of pre-primary education in Ethiopia

Cited by 16 publications

References 42 publications

Pre-Primary Education Practices and Quality Service Provision in Gambella Regional State, Ethiopia

Pre-Primary Education Practices and Quality Service Provision in Gambella Regional State, Ethiopia

Social Emotional Learning Modeling for Enhancement in Preschool Education

Structured early childhood education exposure and childhood cognition – Evidence from an Indian birth cohort

Contact Info

Product

Resources

About