What could cognitive capital mean for China's children?

Abstract

Cognitive capital is an emerging paradigm that captures the criticality of investing in children whilst neural proliferation and development of brain architecture are at their peak. Distinct from financial capital, cognitive capital represents investment in future human potential from interventions in nutrition, health, education, child protection, and social welfare systems that optimize brain development. The return on investment is significant given the plasticity of the developing brain in response to positive stimuli. Investment in brain development results in improved health and well-being, educational outcomes, skills, employment, and quality of life. The inverse is also true. Negative stimuli lead to depreciating cognitive capital, poorer mental and physical health and educational outcomes, and decreased life chances. Cognitive capital could be an organizing framework for China's next phase of development to ensure the building of a prosperous society. Through significant commitment from the government, China has seen remarkable improvements in under-five mortality, literacy rates, access to basic education, life expectancy, and gross domestic product in the past few decades as the result of an expansion of publicly funded social services. Yet, inequities remain within and across communities and regions. In 2015, China had a country ranking of 97 for gross national income per capita, highlighting remaining challenges across the whole population. Cognitive capital relies on a package of forward-looking policies that lead to equitable, efficient, and effective use of existing and future resources. This is consistent with the United Nations Convention on the Rights of the Child. Investments in interventions that maximize optimal brain development in children, realize children's rights, and contribute to future economic growth, defined as "cognitive capital," represent a significant opportunity for improving children's lives, nation-building, and future economic growth in China.

Translation of evidence to practice to promote early childhood development programs

“…Informed by the Lancet research, UNICEF and the Chinese government have crafted an emerging economic paradigm, "cognitive capital", which highlights how the continued investment in young children will accelerate China's economic development, as well as the future of its children. 5 In September 2017, 15 Pacific Island countries gathered in Fiji for the first conference "Moving Forward with Sustainable Development Goals for Early Childhood," organized by UNICEF in collaboration with the World Bank and the Pacific Regional Council for Early Childhood Care and Education. Based upon the evidence presented on the benefits of ECD investments, Pacific leaders endorsed the Pacific Roadmap for Sustainable Development and committed to focusing their national and regional efforts to ensure that "no one is left behind," and to secure requisite resources to impact child outcomes.…”

“…During the last few decades, China has seen remarkable improvements in under‐five mortality, literacy rates, access to basic education, life expectancy, and gross domestic product because of expansion of public‐funded social services. Informed by the Lancet research, UNICEF and the Chinese government have crafted an emerging economic paradigm, “cognitive capital”, which highlights how the continued investment in young children will accelerate China's economic development, as well as the future of its children …”

High achievers, Schadenfreude and Gluckschmerz in New Zealanders and Chinese

“…This may be because better decision‐makers may have a more rational appreciation of the benefits of a merit‐oriented system (Steinmayr et al, 2012 ). For instance, poorer decision‐makers may not understand deservingness (Wang et al, 2019 ) and the potential benefits of skill and expertise (Kruger & Dunning, 1999 ), or investment (Barber, 2002 ; Noble et al, 2017 ).…”

On Time Effect of Preschool Education: Social Analysis Based on CUCDS

“…In this critical period, implementation of appropriate mild intervention will help to improve health and well-being, education effectiveness, skill potential, employment status, and quality of life. Oppositely, negative stimuli will instead lead to depreciation of cognitive capital, damage of physical and mental health, and reduction of education effectiveness and life opportunities [12]. e idea of "critical period" is the foundation of the implementation of preschool education.…”

“…Still, those children with higher education level of mothers, fewer siblings, better family economic status, birthplace in eastern or Central China, and in urban areas are more likely to receive preschool education. (11)(12)(13)(14)(15). Figure 2 shows that the common support domain of intervention and control groups is large, which is suitable for propensity score matching.…”