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Effects of Early Childhood Education on Academic Performance and Social-Emotional Development During Adolescence

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Affectivity and Learning

Abstract

The purpose of this paper is to evaluate the long-term effects of attendance at Early Childhood Education (considering the public and private spheres) on academic results and socio-emotional development during adolescence. For this, we worked with a sample of 4099 senior students from various communes of Greater Santiago, who, between 2001 and 2003, were in different conditions: they attended public Early Childhood Education (JUNJI and Integra), they did not attend any type of Early Childhood Education, and Attended another type of Early Childhood Education (private). The study is quantitative, retrospective (ex post facto) and its purpose is to infer causal relationships between attendance or non-attendance in Early Childhood Education and its long-term effects. For this, the Propensity Score Matching (PSM) technique was used, according to certain observable characteristics of community and family type. The analysis contemplated two comparisons: (1) students who attended public Early Childhood Education versus students who did not attend any type of Early Childhood Education and (2) students who attended public Early Childhood Education versus students who attended another type of Early Childhood Education (private). The results show that for comparison 1, students who did not attend Early Childhood Education obtain higher scores in some of the measurements. On the other hand, for comparison 2, the results indicate that students who attended public Early Childhood Education obtain higher scores in some of the measurements analyzed.

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Notes

  1. 1.

    Due to the characteristics of the data processed, with information of an individual, community, and school nature, we worked with all the corresponding ethical criteria, regarding the management and use of the information of the participants.

  2. 2.

    The table corresponding to the balance between the treatment group and the control group will be presented only once in this article, since, for all the analyzes of both academic performance and socio-emotional development, both groups share similar characteristics at the community level and familiar, so they can be comparable.

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Funding

This article arises from the Master’s thesis in Educational Psychology of Alejandra Manosalva González, from 2018. This thesis was financed by the FONDECYT Initiation project No. 11150075 “Effects of Chilean public preschool education on academic and socio-emotional results during adolescence” awarded by Alejandra Cortázar in 2015.

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Correspondence to Alejandra Manosalva González .

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© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

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González, A.M., Valdés, A.C. (2023). Effects of Early Childhood Education on Academic Performance and Social-Emotional Development During Adolescence. In: Fossa, P., Cortés-Rivera, C. (eds) Affectivity and Learning. Springer, Cham. https://doi.org/10.1007/978-3-031-31709-5_6

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