Effects Of Early Childhood Education Research Articles

Pathways to Success: The Effect of Early Childhood Education on School Enrollment (Multan)

This examination article researches the scene of youth schooling (ECE) offices, enlistment designs, and procedural structures inside the public area in Multan, Pakistan. Essential information was assembled through a poll of 300 haphazardly chosen understudies, 30 regulatory educators, and 100 guardians. This exploration digs into the norm of youth training (ECE) offices, enlistment elements, and regulatory conventions pervasive in the public area of Multan, Pakistan. Using a poll-based approach, essential information was gathered from a different example, including 300 haphazardly picked understudies, 30 regulatory educators, and 100 guardians. Through this extensive investigation, the review intends to provide experiences regarding the present status of ECE arrangements and their effect on enlistment patterns. The examination explains critical difficulties and unique open doors inborn in the ECE scene by examining the points of view of understudies, educators, and guardians by examining the points of view of understudies, educators, and guardians. This observational examination is an essential asset for policymakers, teachers, and partners, working with informed direction and vital mediation to improve the quality and openness of youth schooling in Multan, Pakistan.

The Lasting Effects of Early-Childhood Education on Promoting the Skills and Social Mobility of Disadvantaged African Americans and Their Children.

This paper demonstrates the long-term intragenerational and intergenerational benefits of the HighScope Perry Preschool Project, which targeted disadvantaged African-American children. We use newly collected data on the original participants through late middle age and on their children into their mid-twenties. We document long-lasting improvements in the original participants' skills, marriage stability, earnings, criminal behavior, and health. Beneficial program impacts through the childrearing years translate into better family environments for their children leading to intergenerational gains. Children of the original participants have higher levels of education and employment, lower levels of criminal activity, and better health than children of the controls.

Early childhood education and care quality and associations with child outcomes: A meta-analysis.

The effectiveness of early childhood education and care (ECEC) programs for children's development in various domains is well documented. Adding to existing meta-analyses on associations between the quality of ECEC services and children's developmental outcomes, the present meta-analysis synthesizes the global literature on structural characteristics and indicators of process quality to test direct and moderated effects of ECEC quality on children's outcomes across a range of domains. A systematic review of the literature published over a 10-year period, between January 2010 and June 2020 was conducted, using the databases PsychInfo, Eric, EbscoHost, and Pubmed. In addition, a call for unpublished research or research published in the grey literature was sent out through the authors' professional network. The search yielded 8,932 articles. After removing duplicates, 4,880 unique articles were identified. To select articles for inclusion, it was determined whether studies met eligibility criteria: (1) study assessed indicators of quality in center-based ECEC programs catering to children ages 0-6 years; and (2) study assessed child outcomes. Inclusion criteria were: (1) a copy of the full article was available in English; (2) article reported effect size measure of at least one quality indicator-child outcome association; and (3) measures of ECEC quality and child outcomes were collected within the same school year. A total of 1,044 effect sizes reported from 185 articles were included. The averaged effects, pooled within each of the child outcomes suggest that higher levels of ECEC quality were significantly related to higher levels of academic outcomes (literacy, n = 99: 0.08, 95% C.I. 0.02, 0.13; math, n = 56: 0.07, 95% C.I. 0.03, 0.10), behavioral skills (n = 64: 0.12, 95% C.I. 0.07, 0.17), social competence (n = 58: 0.13, 95% C.I. 0.07, 0.19), and motor skills (n = 2: 0.09, 95% C.I. 0.04, 0.13), and lower levels of behavioral (n = 60: -0.12, 95% C.I. -0.19, -0.05) and social-emotional problems (n = 26: -0.09, 95% C.I. -0.15, -0.03). When a global assessment of child outcomes was reported, the association with ECEC quality was not significant (n = 13: 0.02, 95% C.I. -0.07, 0.11). Overall, effect sizes were small. When structural and process quality indicators were tested separately, structural characteristics alone did not significantly relate to child outcomes whereas associations between process quality indicators and most child outcomes were significant, albeit small. A comparison of the indicators, however, did not yield significant differences in effect sizes for most child outcomes. Results did not provide evidence for moderated associations. We also did not find evidence that ECEC quality-child outcome associations differed by ethnic minority or socioeconomic family background. Despite the attempt to provide a synthesis of the global literature on ECEC quality-child outcome associations, the majority of studies included samples from the U.S. In addition, studies with large samples were also predominately from the U.S. Together, the results might have been biased towards patterns prevalent in the U.S. that might not apply to other, non-U.S. ECEC contexts. The findings align with previous meta-analyses, suggesting that ECEC quality plays an important role for children's development during the early childhood years. Implications for research and ECEC policy are discussed.

Childcare utilisation by migration background: Evidence from a nationally representative Irish cohort study

Scholarship has highlighted the potentially equalising effects of early childhood education and care (ECEC), which may be particularly relevant for children living in immigrant households. However, it is crucial to consider which children are more likely to experience certain types of care. Drawing on recent, nationally representative, longitudinal data from Ireland (N = 7516), this paper presents new evidence on how childcare choices differ between Irish-born and immigrant households, and how these differences may be explained. Compared to children from Irish-born households, children of migrant descent were more likely to be in formal care relative to informal care. However, children from non-English speaking immigrant households were less likely to be in both informal and formal care than parental care. Children from English speaking immigrant households were also slightly less likely to be in informal care than parental care, though there was no difference in the risk of formal care over parental care. Differences in socio-demographic and other relevant characteristics played an essential role in explaining these differential childcare utilisation patterns, with the equivalised household income, maternal employment prior to birth, and social support being among the most important explanatory variables. This suggests that children of migrant origin might be less likely to benefit from ECEC, which may also have negative consequences for their mothers’ labour force participation.

Effectiveness of Early Childhood Education: A Case Study from Remote District of Central Punjab

This study was designed to the effectiveness of early childhood educationclassrooms in terms of available facilities and practices in PublicElementary Schools of remote district of central Punjab. In this studysurvey design was used. The target population for this study was all theHead Teachers, ECE teachers and Caregivers constituted the populationworking in all public elementary schools in district Toba Tek Singh.However, using simple random sampling method 150 head teachers, 150teachers and 150 caregivers (female) were selected. To collect data fromthe sampled participants a self-developed questionnaire was used as datacollection instrument from the sample. The items set in the questionnairewas based on categories of Facilities and Practices. The questionnaire wasalso pretested on a small group of teachers from non-selected schools toevaluate the validity and reliability of the questionnaire. The Cronbachalpha value for reliability of the questionnaire was found 0.71. It wasfound that there was scarcity of multimedia or projector, first aid box,washrooms, energy sources, necessary stationery, drinking water and newcharts to restore the interest in learning of the kids in ECE rooms. Lack inteachers and caregivers use of different pedagogies to inculcate the basicconcepts and making the

Effects of Early Childhood Education on Students' Academic Achievement in Science at Elementary School Level

This study aimed to find the effects of Early Childhood Education (ECE)on students’ academic achievement in science at elementary school levelin district Haripur. The study's objectives were: 1) to investigate theimpacts of ECE on students’ academic achievements, 2) to compare theacademic achievement of students who have attended ECE with those whohave not attended ECE over the categories of male and female schools. Allstudents at the elementary school level were considered as the populationof the study. The study was delimited to grade 7th of the elementary schoollevel. Ten (10) schools (five male and female schools each) were randomlyselected as sample of the study. Four hundred (400) students (200 for ECEand Non ECE each) were randomly selected. Data were collected throughacademic achievement test having reliability coefficient 0.87. Data wereanalyzed by using SPSS software. ECE (Male) group was found superiorto Non ECE (male and female groups); ECE (Female) group was foundbetter than Non ECE (male and female groups). However, both the maleand female of Non ECE groups were equal; and both the male and femaleof ECE groups were equal in their science academic achievement.Government may encourage ECE by providing pre-primary educationalfacilities (classrooms, instructional materials, and equipment) and byorganizing in-service teachers’ trainings to enhance teaching skills and tomake it more successful

The Effect of Early Childhood Education on Adult Criminality: Evidence from the 1960s through 1990s

We compare the effects of early childhood education on adult criminal behavior across time periods, using administrative crime data that provide significant precision advantages over existing work. We find that improvements in early childhood education led to large (20 percent) reductions in later criminal behavior, reductions that far exceed those implied by estimates of test score gains in prior studies. While the benefits generated account for a large portion of the costs of the education provided, we find substantial relative gains from the targeting of funds to high-poverty areas and areas without existing access to subsidized care. (JEL H75, I21, I26, I28, I32, I38, K42)

The Effects of Early Childhood Education and Care, Temperament and Security Attachment on Three-Year-Old Preschoolers’ Emotional Abilities and Negative Behaviors

The Effects of Early Childhood Education and Care, Temperament and Security Attachment on Three-Year-Old Preschoolers’ Emotional Abilities and Negative Behaviors

Perceived Effectiveness of Early Childhood Education, Development and Care in Reducing Family Restiveness by Students and Parents

Perceived Effectiveness of Early Childhood Education, Development and Care in Reducing Family Restiveness by Students and Parents

Teachers' Perception towards the Establishment and Effectiveness of Early Childhood Education

Education is a systemic framework for building the cornerstone of civilization. It is animportant factor in any country's success worldwide. Early Childhood Education (ECE) is a branch ofeducational philosophy that refers to education for young children up to the age of eight years. The mainobjective of this study was to find out teachers’ perceptions of this ECE setup. A teacher is a part andparcel of our education system and any policy can’t succeed without satisfaction. The population of thisstudy was teachers involved in early childhood education set up in the district Nankana Sahib. Whereas,308 teachers were selected as a sample using a stratified sampling technique. The data was collectedthrough instruments by survey method. On the whole, it was found that most of the statements on thequestionnaire had a mean score higher than 3 which shows teachers’ positive perception of the ECEsetup. There was a significant difference in the perception of teachers based on gender. This study isbeneficial for the development of early childhood education.

Early childhood education and care: effects after half a century and their mechanisms

The effects of early childhood education and care (ECEC) have been widely researched, but most studies focus on targeted or relatively short-term programmes. This paper investigates the long-term effects of a universal ECEC programme and underlying mechanisms. By exploiting differences in expansion rates of childcare institutions across Japan from the 1960s to the 1980s, I find a positive effect of ECEC on income at up to age 50. The overall effect is driven by a significant impact among women, who were disadvantaged at that time, while there are no adverse effects on others. Mediation analysis shows that an increase in wages leads to an increase in income, which is triggered by improved educational attainment and not an increase in labour supply. The results imply that a universal childcare system has the potential to reduce income inequality.

Effect of Early Childhood Education on Pupils’ Readiness for Learning in Public Primary one School in Rwanda

The effective provision of early childhood education to children plays a significant role in readiness in primary school which also creates a high rate of adaptation. This paper therefore determined the effect of early childhood education on pupils’ readiness in public primary schools (primary one) in Gasabo district in Rwanda. The target population was 270 respondents that provided the sample size of 162. The study used Yamane formula to get the sample size. Interview guide and questionnaire were used as data collection instruments. Correlation research design was employed and IBM/SPSS version 21 was used to analyze the data. The findings revealed that early childhood education influence pupils’ readiness at 64.9 percent of R- square. It was noted that teaching and learning resources, teachers’ qualification, numeracy development and language development can improve pupils’ readiness for learning. It was also indicated that, every increase on teaching qualification and pupils’ readiness for learning increases at 104.3 percent. The study recommended that the ministry of education ought to provide early childhood education facilities in all public primary schools in order to improve pupils' readiness for learning. Educational designers should make effective set up that should boost pupils' readiness for learning so as to make up effective implementation of early childhood education factors in public primary schools. The head teachers should supervise the implementation of early childhood education daily so that pupils' readiness for learning in primary one can be improved through developing test scores, attitudes towards learning and pupils' retention as well as reducing repetition rate. Keywords: Early Childhood Education, Early childhood Development, Primary education Pupil’ readiness, Rwanda

Discussion on the Teaching Strategy of Children’s Song Singing in Early Childhood art Education

Early childhood education is an important part of enlightenment education, children’s song singing as a lively, rich 
 interesting form of education in kindergarten teaching plays an important role in parenting. Based on this, this paper starts from 
 the analysis of the importance of children’s song singing, and explores the implementation strategies of children’s song singing 
 teaching in early childhood art education, in order to improve the substantive effect of early childhood education and teaching.

Effect of Early Childhood Education on Socio-Economic Transformation of Communities in Rwanda

The effective provision of basic education in Rwanda increases the competition level among graduates which promotionally improves the socio-economic transformation of communities. The purpose of this study therefore was to establish the effect of early childhood education on socio-economic transformation of communities in Nyamasheke district in Rwanda. The target population was 368 respondents that provided the sample size of 192 got using Yamane formula. Interview guide and questionnaire were used as data collection instruments. Correlation research design was also employed. The study findings revealed there is 31% of accessibility of ECE able to affect the level of socio-economic transformation of communities as indicated by the R square = .310 and the remaining 69% of socio-economic transformation of communities can be affected by other factors. However, it was found that, there is a statistically significant moderate relationship between accessibility ECE and socio-economic transformation of communities (P=.000 and r = .555). The study recommended the ministry of education which represents the government in the sector of Education should provide the adequate infrastructures of ECE schools in Nyamasheke district to improve and make easy accessibility of ECE in the area thus also increase the literacy level. The non-governmental organizations should invest more in ECE of Nyamasheke district in order to develop youth who are competent and able to compete at the labour market. Keywords: Early Childhood Education, Socio-economic transformation, Communities

A Study of Early Childhood Education and its Impact on Student Learning Skills: An Evidence from Tehsil Shorkot, Pakistan

Early childhood education covers the period from birth to six years. The area of the study was limited to primary school teaching classes. The study was conducted in Tehsil Shorkot. All primary school Teachers of Tehsil Shorkot were this study's population. The sample of the study was 20 schools which were selected by using the purposive sampling technique. The teachers were the study's respondents, six teachers from each school were taken as a sample, and 120 teachers were selected in this way. A well-structured questionnaire was used to collect the data, and the data were analyzed using SPSS. The study concluded that in early childhood education, students follow the discipline, and it plays an essential role in life coming after it. Students showed enthusiasm while reading and writing. Effect of early childhood education on students, which things in their surroundings are introduced to them. Students work with their friends and try to help them. Board was used to make different shapes. Data also revealed that weather charts used to memorize seasons name, a poster on health and hygienic food used to develop healthy clean habits, shape kit used to recognize different shapes like circle triangles, etc.; flashcards used to show various concepts of daily science. Helping visualizing ideas via AV aids and multimedia was a great strategy to make students' concepts very clear. About three-fourths of respondents said that colored pencils papers used for different activities. ECE rooms develop listening skills via other storybooks and playground equipment like skipping rope and climbing structures are used for exercise.

Factors affecting enrollment in Early Childhood Education: A case study of Punjab

This paper was aimed to examine the factors affecting enrollment in early childhood education in Punjab, Pakistan. The objectives of this paper were to find out the effect of early childhood education on enrollment in Punjab and to observe the implementations of early childhood education methodology in early childhood school. There were three categories of the literacy rate highest (47.4% to 70.5%), middle9 36.8% to 47%) and lowest (20.7 % to 36%) in Punjab. Stratified random sampling techniques were used and strata were made concerning the literacy rate. One district choose form each category of the literacy rate. 25 school heads were taken as a sample from each region. It was concluded from the results of the respondents that multiple factors affect the enrollments in these schools. It was recommended from the conclusions that the government of Punjab may provide facilities (classroom, instructional materials, and equipment) for enhancing enrollment at the primary level in Punjab.

The effect of early childhood education and care services on the integration of refugee families

Devising appropriate policy measures to integrate refugees is high on the agenda of many governments. This paper focuses on the integration of families seeking asylum in Germany between 2013 and 2016. Exploiting regional differences in early childhood education and care (ECEC) services and dispersal policies as exogenous sources of variation, as well as controlling for local level heterogeneity that could drive the results, we estimate the effect of ECEC attendance by refugee children on their parents’ integration. We find a significant positive effect, especially for the integration of mothers. The size of the estimate is substantial and is particularly strong for improved language proficiency and employment prospects.

The Long-Run Effects of Early Childhood Education and Care—An Empirical Analysis Based on the China Family Panel Studies Survey

The Long-Run Effects of Early Childhood Education and Care—An Empirical Analysis Based on the China Family Panel Studies Survey

The Effectiveness of Early Childhood Education Program in Public Schools of Punjab

Purpose: The present study aimed to evaluate the effectiveness of the current Early Childhood Education (ECE) Program regarding the facilities provided in Public Schools of Punjab. The study was quantitative in nature.
 Design/Methodology/Approach: The study was quantitative in nature. Eleven districts out of fourteen districts of central Punjab were selected randomly. A self-developed checklist was deployed to collect data from public ECE schools of Punjab through a convenient sampling technique. The reliability of the checklist was measured through the pilot study with the Cronbach alpha value of 0.78. Quantitative data were analyzed through descriptive and inferential statistical techniques.
 Findings: Results of this study indicated that there was a shortage of separate allocated ECE rooms, trained ECE teachers, Care-giver, ECE kits, learning corners, teacher-made toys, portfolios, and furnished playgrounds. The results of this study further revealed that on average the enrollment and retention rate of katchi in the year 2018 is higher than the enrollment and retention rate in katchi of the year 2013.
 Implications/Originality/Value: This study was a comprehensive report about the ECE program in Punjab which will be very useful and informative for policymakers, administration of the Quaid-Azam academy for education development, Punjab to modify the program according to the need for achieving goals as well as researchers.

Impact of Effectiveness of Early Childhood Education on Students Learning Outcomes in Pakistan

Learning occurs faster in the early years of life. Early Childhood Education (ECE) programs generally entail an acquisition of concepts, skills, and attitudes that lay the foundation for school readiness. This study aimed to examine the effectiveness of ECE on students learning outcomes and highlight problems related to the implementation of ECE program in District Faisalabad of Punjab province, Pakistan. All the teachers managing these ECE centres in Government schools of District Faisalabad were the population for the study. There were 313 ECE schools, and a sample of 173 ECE teachers was selected randomly (one teacher from each school). A well-structured questionnaire was used for data collection. The collected data was analysed through SPSS, and the results were interpreted. It was concluded that a lot of challenges existed. These include untrained ECE teachers, lack of financial resources, lack of learning and physical facilities, continuous mentoring and evaluation, and lack of awareness of the significance of ECE among people. These also have a significant influence on the effectiveness of the ECE program. In Consequence, the effectiveness of ECE programme has a significantly positive impact on students learning outcomes. It was recommended that emphasis should be placed to improve the provision of ECE and to address the problems related to its implementation. And That government should introduce a proper system for effective monitoring and evaluation to maintain a conducive environment for learning and for complete mainstreaming of the ECE program.