CLASS PRESENTATION
Main Effects of Pre-Primary Education on Cognitive Development a School starting Age
PART ONE
Better learning rates – children that attended early childhood schools learn better than others that did not
PART TWO
Positive subjective wellbeing – preschool children that score higher in key subjects (like mathematics) feel better about themselves and believe in their capability to learn
PART THREE
Improves brain and neuropsychological performance – up to 90% of brain development happen when children are in their preschool years
PART ONE
Improved learning as an effect of early childhood education on cognitive development and wellbeing in India
Supporting Evidence:
Schooling offers young children training that enable application of current processes to a variety of contexts. School subjects introduce young children to ‘theoretic’ mode and perfect it with many practices to help them address both familiar and unfamiliar/hypothetical circumstances (Mishra, 2014).
Counter-argument:
- The type of preschool that a child attends influences the cognitive results and personal wellbeing. Private schools offer up to 13% more school readiness potential than government schools (Singh, Renu, Mokherjee, & Protap, 2019).
- Other than education, school environment, gender, family background, parents’ education, and family’s financial status affect cognitive development (Singh et al., 2019; Singh & Abhijeet, 2014).
Refutation:
The problem faced in government preschools should be solved before comparing their impacts with private institutions. Expanding the budget allocated to government preschool education and the adoption of technology that monitors the programs put in place by the government are vital (Rao, Ranganathan, Kaur, & Mukhopadhayay, 2021 ).
PART TWO
Positive subjective wellbeing as an effect of early childhood education on cognitive development and wellbeing in India
Supporting Evidence:
- Subjective well-being (SWB) and academic performance are essential indicators of correct psychological functioning, and these factors enable the identification of educational systems that are high-performing (Bücker, Nuraydin, Simonsmeier, Schneider, & Luhmann, 2018).
- Schools enable the acquisition of academic skills and interactions that affect their SWB (Bücker et al., 2018).
Counter-argument:
The effect is not similar in all institutions. Preschoolers in private schools have higher mathematics scores potential than children from government preschools, and their positive wellbeing is significantly higher (Singh & Mukherjee, 2019)
Refutation:
Policymakers in both public and private sectors should prioritise early childhood education and support National Policy on Early Childhood Care and Education on investing in this fundamental, yet neglected determiner of future learning (Singh & Mukherjee (2019).
PART THREE
Brain and neuropsychological performance as preschool education impact on cognitive development
Supporting Evidence:
Preschoolers experience expansive biological brain development and by 6 years of age 90% of their adult brain is established (Brown & Jernigan, 2012). These changes lead to improved information processing, language masterly, comprehension, motor skills, and emotional regulation (Brown & Jernigan, 2012; Kar, Rao, Chandramouli, & Thennarasu, 2011)
Counter-argument:
- Cognitive development relies on sensory stimulation, so that preschoolers in environments with increased exploration experience more cognitive development than those in structured environments (Kar et al., 2011)
- Task performance ability is not uniform among preschoolers
Refutation:
Adopting preschool education system like the one in the United States (Kar etal., 2011) can improve cognitive development among India’s school age children
