Effect of Preschool Education on Cognitive Achievement and Subjective Wellbeing at Age 12: Evidence from India

Autor/inn/en	Singh, Renu; Mukherjee, Protap
Titel	Effect of Preschool Education on Cognitive Achievement and Subjective Wellbeing at Age 12: Evidence from India
Quelle	In: Compare: A Journal of Comparative and International Education, 49 (2019) 5, S.723-741 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2018.1453349
Schlagwörter	Foreign Countries; Preschool Education; Private Schools; Program Effectiveness; Cognitive Ability; Well Being; Public Schools; Mathematics Achievement; Correlation; Cognitive Development; Outcomes of Education; India; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Private school; Privatschule; Denkfähigkeit; Well-being; Wellness; Wohlbefinden; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Kognitive Entwicklung; Lernleistung; Schulerfolg; Indien
Abstract	This mixed methods study draws upon Young Lives India longitudinal data to analyse whether children who attended private preschools demonstrate higher cognitive skills and enhanced subjective wellbeing at the age of 12 compared to those who attended government preschools in India. Using linear logistic regression models, the analysis reveals that children who attended private preschools have significantly higher mathematics scores and more positive subjective wellbeing than those in government preschools. The propensity score matching technique further substantiates this finding. Furthermore, entering preschool before the age of 4 is shown to have a significant positive association with both cognitive achievement and subjective wellbeing at the age of 12. Given that the recently enacted National Policy on Early Childhood Care and Education recognises early childhood education as the foundation for all future learning and as a sorely neglected area, early childhood education must be prioritised by policymakers across public and private sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01