2024, Vol. 6, Issue 1, Part A

Author(s): Mukesh Kumar

Abstract: This research delves into the transformative potential of early childhood education (ECE) programs on cognitive development in children aged 3-6, leveraging evidence from randomized controlled trials (RCTs) to provide a robust analysis. Drawing from a pivotal 2023 Norwegian RCT involving 1,313 children across 96 centers, the study reveals that children in the intervention group, exposed to the Playful Learning Curriculum, achieved a mean cognitive score of 75 (SD 9.8), significantly surpassing the control group’s 65 (SD 10.2; t(1311) = 12.34, p< 0.001). The overall effect size (Cohen’s d = 0.98) underscores ECE’s substantial impact, with low socioeconomic status (SES) children demonstrating even greater gains (d = 1.12) compared to high-SES peers (d = 0.85). A meticulously crafted table presents these cognitive outcomes across groups and SES strata, while a proposed line graph visualizes score trajectories pre- and post-intervention, highlighting the intervention’s efficacy over time. These findings illuminate ECE’s capacity to enhance critical cognitive skills such as memory retention, attention span, and problem-solving particularly for disadvantaged populations facing educational inequities. By synthesizing this RCT with a broad spectrum of global studies, the paper advocates for the strategic expansion of high-quality ECE initiatives. It calls for policy reforms to prioritize accessibility and teacher training, offering a roadmap to bolster cognitive foundations and mitigate developmental disparities in early childhood, a period pivotal for lifelong learning trajectories.

DOI: 10.33545/27068919.2024.v6.i1a.1420

Pages: 95-99 | Views: 55 | Downloads: 26

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