The Role of Early Childhood Education in Boosting Learning Abilities at Subsequent Levels: A Case of Selected Primary Schools in Musanze District, Rwanda

Abstract

This study investigated the influence of early childhood education on enhancing learning abilities at subsequent educational levels. Specifically, it examined the contributions of cognitive and social development acquired through early childhood education. Embracing a holistic perspective, the study addressed physical, cognitive, social-emotional, and linguistic development until children entered primary school. Employing a descriptive research design using a mixed-methods approach, combining qualitative and quantitative research methods, the study drew on Vygotsky’s socio-cultural theory. Data collection involved the administration of questionnaires to a diverse group of respondents. The research population encompassed 71 primary schools (13 private, 58 public) and 54 nursery schools (19 private, 35 public) within Musanze district. The target population comprised 71 primary school head teachers, 71 primary school District Education Officers (DOSs), and 54 kindergarten head teachers. A sample size of 132 was determined using Yamane's formula. Data collection involved questionnaires, structured interviews, and a pilot study to ensure the reliability of the instruments. The findings revealed a positive and significant correlation between cognitive and social development and enhanced learning abilities in subsequent educational levels. The study underscored the importance of early childhood education and recommended increased governmental and non-governmental efforts to develop policies and programs that support early childhood development.