IDEAS home Printed from https://ideas.repec.org/a/spr/chinre/v17y2024i2d10.1007_s12187-023-10095-1.html
   My bibliography  Save this article

Effect of the Duration of Preschool Attendance on Academic Achievements—Evidence from PISA 2018

Author

Listed:
  • Jiaqi Yang

    (Beijing Normal University)

  • Kexin Qin

    (Beijing Normal University)

  • Yehui Wang

    (Beijing Normal University)

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.

Suggested Citation

  • Jiaqi Yang & Kexin Qin & Yehui Wang, 2024. "Effect of the Duration of Preschool Attendance on Academic Achievements—Evidence from PISA 2018," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 17(2), pages 931-952, April.
    • Handle: RePEc:spr:chinre:v:17:y:2024:i:2:d:10.1007_s12187-023-10095-1
    DOI: 10.1007/s12187-023-10095-1
    as

    Download full text from publisher

    File URL: http://link.springer.com/10.1007/s12187-023-10095-1
    File Function: Abstract
    Download Restriction: Access to the full text of the articles in this series is restricted.
    File URL: https://libkey.io/10.1007/s12187-023-10095-1?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. World Bank, 2012. "Leading with Ideas : Skills for Growth and Equity in Thailand," World Bank Publications - Reports 2732, The World Bank Group.
    2. Arteaga, Irma & Humpage, Sarah & Reynolds, Arthur J. & Temple, Judy A., 2014. "One year of preschool or two: Is it important for adult outcomes?," Economics of Education Review, Elsevier, vol. 40(C), pages 221-237.
    3. Ylenia Brilli & Daniela Boca & Chiara Pronzato, 2016. "Does child care availability play a role in maternal employment and children’s development? Evidence from Italy," Review of Economics of the Household, Springer, vol. 14(1), pages 27-51, March.
    4. Milagros Nores & Steven W. Barnett, 2012. "Benefits of Early Childhood Interventions Across the World: (Under) Investing in the Very Young," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 1, pages 200-228.
    5. Loeb, Susanna & Bridges, Margaret & Bassok, Daphna & Fuller, Bruce & Rumberger, Russell W., 2007. "How much is too much? The influence of preschool centers on children's social and cognitive development," Economics of Education Review, Elsevier, vol. 26(1), pages 52-66, February.
    6. Dumas Christelle & Lefranc Arnaud, 2010. "Early schooling and later outcomes : Evidence from pre-school extension in France," THEMA Working Papers 2010-07, THEMA (THéorie Economique, Modélisation et Applications), Université de Cergy-Pontoise.
    7. Datta Gupta, Nabanita & Simonsen, Marianne, 2010. "Non-cognitive child outcomes and universal high quality child care," Journal of Public Economics, Elsevier, vol. 94(1-2), pages 30-43, February.
    8. Esping-Andersen, Gosta & Garfinkel, Irwin & Han, Wen-Jui & Magnuson, Katherine & Wagner, Sander & Waldfogel, Jane, 2012. "Child care and school performance in Denmark and the United States," Children and Youth Services Review, Elsevier, vol. 34(3), pages 576-589.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Lauber, Verena & Thomas, Lampert, 2014. "The Effect of Early Universal Daycare on Child Weight Problems," VfS Annual Conference 2014 (Hamburg): Evidence-based Economic Policy 100399, Verein für Socialpolitik / German Economic Association.
    2. Peter, Frauke H. & Schober, Pia S. & Spiess, Katharina C., 2016. "Early Birds in Day Care: The Social Gradient in Starting Day Care and Children’s Non-cognitive Skills," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 62(4), pages 725-751.
    3. van Huizen, Thomas & Plantenga, Janneke, 2018. "Do children benefit from universal early childhood education and care? A meta-analysis of evidence from natural experiments," Economics of Education Review, Elsevier, vol. 66(C), pages 206-222.
    4. repec:cep:sticas:/183 is not listed on IDEAS
    5. Daniela Del Boca & Enrica Maria Martino & Chiara Pronzato, 2017. "Early Childcare and Child Non-Cognitive Outcomes," CHILD Working Papers Series 58 JEL Classification: J1, Centre for Household, Income, Labour and Demographic Economics (CHILD) - CCA.
    6. Apps, Patricia & Mendolia, Silvia & Walker, Ian, 2013. "The impact of pre-school on adolescents’ outcomes: Evidence from a recent English cohort," Economics of Education Review, Elsevier, vol. 37(C), pages 183-199.
    7. Pierre Lefebvre & Claude Felteau, 2023. "Can universal preschool education intensities counterbalance parental socioeconomic gradients? Repeated international evidence from Fourth graders skills achievement," Working Papers 23-01, Research Group on Human Capital, University of Quebec in Montreal's School of Management.
    8. Ylenia Brilli, 2012. "Public and parental investments in children. Evidence from the literature on non-parental child care," CHILD Working Papers Series 6, Centre for Household, Income, Labour and Demographic Economics (CHILD) - CCA.
    9. Narea, Marigen, 2014. "Does early centre-based care have an impact on child cognitive and socio-emotional development? Evidence from Chile," LSE Research Online Documents on Economics 103992, London School of Economics and Political Science, LSE Library.
    10. Daniela Del Boca & Christopher Flinn & Daniela Piazzalunga & Chiara Pronzato & Giuseppe Sorrenti & Matthew Wiswall, 2018. "Childcare Choices and Child Development: a Cross-Country Analysis," Carlo Alberto Notebooks 556, Collegio Carlo Alberto.
    11. Brutti, Zelda & Montolio, Daniel, 2021. "Preventing criminal minds: Early education access and adult offending behavior," Journal of Economic Behavior & Organization, Elsevier, vol. 191(C), pages 97-126.
    12. Maximilian Bach & Josefine Koebe & Frauke H. Peter, 2019. "Long Run Effects of Universal Childcare on Personality Traits," Discussion Papers of DIW Berlin 1815, DIW Berlin, German Institute for Economic Research.
    13. Marigen Narea, 2014. "Does early centre-based care have an impact on child cognitive and socio-emotional development? Evidence from Chile," CASE Papers case183, Centre for Analysis of Social Exclusion, LSE.
    14. Ylenia Brilli & Daniela Del Boca & Chiara Monfardini, 2013. "Child Care Arrangements: Determinants and Consequences," CHILD Working Papers Series 18, Centre for Household, Income, Labour and Demographic Economics (CHILD) - CCA.
    15. María Jesús Mancebón Torrubia & Domingo P. Ximénez-de-Embún & Adriano Villar-Aldonza, 2018. "Evaluación del efecto de la escolarización temprana sobre las habilidades cognitivas y no cognitivas de los niños de cinco/seis años," Hacienda Pública Española / Review of Public Economics, IEF, vol. 226(3), pages 123-153, September.
    16. Jo Blanden & Emilia Del Bono & Sandra McNally & Birgitta Rabe, 2016. "Universal Pre‐school Education: The Case of Public Funding with Private Provision," Economic Journal, Royal Economic Society, vol. 0(592), pages 682-723, May.
    17. Herbst, Chris M. & Tekin, Erdal, 2010. "Child care subsidies and child development," Economics of Education Review, Elsevier, vol. 29(4), pages 618-638, August.
    18. Dominic Richardson & UNICEF Office of Research - Innocenti, 2018. "Key Findings on Families, Family Policy and the Sustainable Development Goals: Synthesis Report," Papers inorer948, Innocenti Research Report.
    19. Nikhil Jha, 2014. "Late Start with Extra Schooling: The Effect of School Entry-Age Increase and the Introduction of Preparatory Year," Melbourne Institute Working Paper Series wp2014n10, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
    20. Christina Felfe & Natalia Nollenberger & Núria Rodríguez-Planas, 2015. "Can’t buy mommy’s love? Universal childcare and children’s long-term cognitive development," Journal of Population Economics, Springer;European Society for Population Economics, vol. 28(2), pages 393-422, April.
    21. Tarjei Havnes & Magne Mogstad, 2011. "No Child Left Behind: Subsidized Child Care and Children's Long-Run Outcomes," American Economic Journal: Economic Policy, American Economic Association, vol. 3(2), pages 97-129, May.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:spr:chinre:v:17:y:2024:i:2:d:10.1007_s12187-023-10095-1. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.