Abstract
Research has consistently demonstrated the positive influence of preschool on students' development, with a longer duration of attendance generally correlating with improved academic achievements. However, according to the marginal utility theory, it is conceivable that there might exist an optimal duration of preschool attendance to maximize academic benefits. Currently, the optimal duration remains uncertain, and it may vary depending on the distinctive preschool characteristics of different countries. Therefore, the aim of this study was to examine the effects of different durations of preschool attendance on academic achievements in mathematics, reading, and science and explore the optimal duration in B-S-J-Z (China), Italy, New Zealand, Denmark, and Sweden, employing the generalized propensity score (GPS) method to control for confounding factors based on the Programme for International Student Assessment (PISA) 2018. The findings revealed a generally inverted U-shaped relationship between the duration of preschool attendance and academic achievements. Moreover, the optimal duration varied among the five countries: students in New Zealand benefited the most from attending preschool for 2 years, 3 years in Italy, and 4 years in B-S-J-Z (China), Denmark, and Sweden. The findings offer practical guidance for parents and educators in these countries to tailor their children's duration of preschool attendance for the enhancement of academic achievements.
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Data Availability
The data that support the findings of this study are available on https://www.oecd.org/pisa/data/2018database/.
Notes
Early childhood education serves as the fundamental building block for subsequent levels of education, which is defined as the time from birth until children enter primary school. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has established the International Standard Classification of Education (ISCED), which categorizes education into eight levels based on individuals' educational qualifications or achievements (UNESCO, 2012). ISCED0 specifically pertains to early childhood education, encompassing terms such as early childhood education and development, play school, reception, preprimary, and preschool (hereafter referred to as preschool).
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We are really grateful to the participation of the students and the all the stuff for the Programme for International Student Assessment.
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This study was funded by the Research Planning Fund of the Ministry of Education Humanities and Social Sciences (Grant No. 22YJA880058) and the Independent Project of the Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University (Project No. BJZK-2023A1-20002).
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Yang, J., Qin, K. & Wang, Y. Effect of the Duration of Preschool Attendance on Academic Achievements—Evidence from PISA 2018. Child Ind Res 17, 931–952 (2024). https://doi.org/10.1007/s12187-023-10095-1
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DOI: https://doi.org/10.1007/s12187-023-10095-1