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Early Childhood Education
Subject area: Arts, Social Sciences and Humanities · Area of research: SDG
DOI: https://doi.org/10.64388/IREV9I9-1714890
Abstract
This paper examines the long-term efficacy of Early Childhood Education (ECE) through a synthesis of secondary data drawn from global longitudinal studies and government reports. While much primary research emphasizes short-term outcomes such as school readiness, this study adopts a secondary data analysis approach to address two critical issues: the “fade-out effect” of early cognitive gains and the economic return on investment (ROI) in ECE. The findings indicate that although cognitive advantages may diminish by the third grade, non-cognitive outcomes—particularly executive functioning, socio-emotional development, and social mobility—remain substantial and enduring. These results support the argument that high-quality, targeted ECE interventions yield greater long-term benefits than universal access alone.
Keywords
Early Education, Children, Underprivileged, Development, School, Policy, Rural Areas, Quality, Social Justice.
How to cite this paper
@article{1714890,
author = {Ananya Bansal, Pritha Seth, Mohammed Bilal , Bhoomi Bhajpai},
title = {Early Childhood Education},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {9},
pages = {364-372},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1714890.pdf},
abstract = {This paper examines the long-term efficacy of Early Childhood Education (ECE) through a synthesis of secondary data drawn from global longitudinal studies and government reports. While much primary research emphasizes short-term outcomes such as school readiness, this study adopts a secondary data analysis approach to address two critical issues: the “fade-out effect” of early cognitive gains and the economic return on investment (ROI) in ECE. The findings indicate that although cognitive advantages may diminish by the third grade, non-cognitive outcomes—particularly executive functioning, socio-emotional development, and social mobility—remain substantial and enduring. These results support the argument that high-quality, targeted ECE interventions yield greater long-term benefits than universal access alone.},
keywords = {Early Education, Children, Underprivileged, Development, School, Policy, Rural Areas, Quality, Social Justice.},
month = {March},
doi = {https://doi.org/10.64388/IREV9I9-1714890}
}