Our research focuses on the impact of Early Childhood Education (ECE) in the reading achievement of pupils in primary schools in MENA countries. The study employed the international data from PIRLS 2016 to identify the effect of early literacy practices on later reading attainment. Leveraging data from the 2016 Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, we utilize ordinary least squares (OLS) regression and quantile regression to estimate education production functions for each country individually. This approach enables us to assess how coefficients on explanatory variables vary across the spectrum of test scores. The results show that in MENA countries, early childhood education, which develops pupils’ skills acquisition before formal schooling, improves their reading performance. In sum, The Early childhood education effect can be reinforced through government policy and family background. In addition, we recommend a universal access to early childhood education., concentration of early childhood services in the private sector makes the programs confined only to wealthy people who can afford them, especially people living in urban cities and improve the quality of early education by implementing appropriate curricula and modern teaching.
| Published in | International Journal of Sustainable Development Research (Volume 10, Issue 4) |
| DOI | 10.11648/j.ijsdr.20241004.11 |
| Page(s) | 133-144 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Early Childhood Education, Primary School, PIRLS 2016
| [1] | Barnett, S. (1995). Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes. The Future of Children, 25-50. |
| [2] | Behrman, J.; Cheng, Y.; Todd; P. (2004). “Evaluating Pre-school Programs when Length of Exposure to the Program Varies: A Nonparametric Approach. Review of Economics and Statistics”. vol. 86, n. 1, p. 108-32. |
| [3] | Berlinski, S., S. Galiani and P. Gertler, (2006). “The effect of pre-primary education on primary school performance”, IFS working paper, W06/04. |
| [4] | Campbell, F. A., and Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684–698. |
| [5] | Caille, J. (2001). Innovations in educational theory. Journal of Educational Research, 92(3), 175-188. |
| [6] | Choi, J. (2002). Terminological diversity in pre-primary education: A global perspective. Journal of Early Childhood Education, 18(2), 123-135. |
| [7] | Cleveland, G. and Krashinsky, M. (1998), The benefits and costs of good child care – The Economic Rationale for Public Investment in Young Children: A Policy Study, Department of Economics, Childcare Resource and Research Unit, University of Toronto. |
| [8] | Cunha, F., Heckman, J. J., Lochner, L., & Masterov, D. V. (2005). Interpreting the evidence on life cycle skill formation. Proceedings of the National Academy of Sciences, 102(41), 14456-14461. |
| [9] | Fabiana, F., Rafael. T, Ana, Z. (2011). The effects of early childhood education on literacy scores using data from a new Brazilian assessment tool. Est Econ., Sao Paulo, vol. 42, n. 1, p97-128, jan.-mar. 2012. |
| [10] | Feeney, S., Christensen, D., & Moravick, J. (1987). The role of play in child development. Journal of Early Childhood Education, 15(2), 45-56. |
| [11] | Gullo, D. F., & Burton, C. B. (1992). Age of entry, preschool experience, and sex as antecedents of academic readiness in kindergarten. Special issue: research on kindergarten. Early Childhood Research Quarterly, 7, 175–186. |
| [12] | Heckman, J., & Masterov, D. (2007). The productivity argument for investing in young children. Review of Agricultural Economics, 29, 446–493. |
| [13] | Jacinta, R. M. Rotich, K. S. (2015)” Impact of Early Childhood Education on Pupils’ Learning in Primary Schools in Kenya”, Global Journal of Educational Studies, Vol1, N01. |
| [14] | Kaufman, S. R., Curby, T. W., Grimm, K. J., Nathanson, L., and Brock, L. L. (2009).” The Contribution of Children’s Self regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom”, Development Psychology, vol. 45(4), pp. 958-972. |
| [15] | Magnuson, K. A. (2004). The effects of parental education and family structure on children's academic achievement. Sociology of Education, 77(1), 73-95. |
| [16] | Melhuish, E. C., & Petrogiannis, K. (2006). Early childhood education and child development. Journal of Child Psychology and Psychiatry, 47(3), 258-267. |
| [17] | Osakwe, R. N. (2009). The effect of early childhood experience on the academic performances of primary school children. Benin City: Osasu Printing Press. |
| [18] | Powell, C., H. Baker-Henningham, S. Walker, and S. Grantham-McGregor. (2004). Feasibility of Integrating Early Stimulation into Primary Care for Undernourished Jamaican Children: Cluster Randomized Controlled Trial.‖ British Medical Journal 329(7457): 89pp. 17-19. |
| [19] | Sammons, P, Kathy S, Edward M, Iram, S-B, Brenda, T, and Karen, E (2003), “Measuring the Impact of Pre-School on Children‟s Social/Behavioural Development over the Pre-School Period,” Technical Paper 8b: The Effective Provision of Pre-School Education (EPPE) Project. London: Institute of Education, University of London. |
| [20] | Sandoval-Hernandez, L., Taniguchi, S., & Aghakasir, R. (2013). The impact of pre-primary education on later academic success. Early Childhood Education Journal, 41(4), 295-310. |
| [21] | Samuel, B, Galiani, S, and Gertler, P. Forthcoming. (2006). “The Effect of Pre-Primary Education on Primary School Performance.” Journal of Public Economics. |
| [22] | Shonkoff, E and Meisets, S. (ed.). (2000). “Early Childhood Intervention. Cambridge: Cambridge University”. |
| [23] | Zellman, G. L., & Waterman, R. S. (1998). Early childhood education: A review of the literature. RAND Corporation. |
APA Style
Soudani, K. (2024). Does Early Childhood Education Matter on Reading Achievement Among Arab Countries. International Journal of Sustainable Development Research, 10(4), 133-144. https://doi.org/10.11648/j.ijsdr.20241004.11
ACS Style
Soudani, K. Does Early Childhood Education Matter on Reading Achievement Among Arab Countries. Int. J. Sustain. Dev. Res. 2024, 10(4), 133-144. doi: 10.11648/j.ijsdr.20241004.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijsdr.20241004.11,
author = {Kaouther Soudani},
title = {Does Early Childhood Education Matter on Reading Achievement Among Arab Countries
},
journal = {International Journal of Sustainable Development Research},
volume = {10},
number = {4},
pages = {133-144},
doi = {10.11648/j.ijsdr.20241004.11},
url = {https://doi.org/10.11648/j.ijsdr.20241004.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsdr.20241004.11},
abstract = {Our research focuses on the impact of Early Childhood Education (ECE) in the reading achievement of pupils in primary schools in MENA countries. The study employed the international data from PIRLS 2016 to identify the effect of early literacy practices on later reading attainment. Leveraging data from the 2016 Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, we utilize ordinary least squares (OLS) regression and quantile regression to estimate education production functions for each country individually. This approach enables us to assess how coefficients on explanatory variables vary across the spectrum of test scores. The results show that in MENA countries, early childhood education, which develops pupils’ skills acquisition before formal schooling, improves their reading performance. In sum, The Early childhood education effect can be reinforced through government policy and family background. In addition, we recommend a universal access to early childhood education., concentration of early childhood services in the private sector makes the programs confined only to wealthy people who can afford them, especially people living in urban cities and improve the quality of early education by implementing appropriate curricula and modern teaching.
},
year = {2024}
}
TY - JOUR T1 - Does Early Childhood Education Matter on Reading Achievement Among Arab Countries AU - Kaouther Soudani Y1 - 2024/10/10 PY - 2024 N1 - https://doi.org/10.11648/j.ijsdr.20241004.11 DO - 10.11648/j.ijsdr.20241004.11 T2 - International Journal of Sustainable Development Research JF - International Journal of Sustainable Development Research JO - International Journal of Sustainable Development Research SP - 133 EP - 144 PB - Science Publishing Group SN - 2575-1832 UR - https://doi.org/10.11648/j.ijsdr.20241004.11 AB - Our research focuses on the impact of Early Childhood Education (ECE) in the reading achievement of pupils in primary schools in MENA countries. The study employed the international data from PIRLS 2016 to identify the effect of early literacy practices on later reading attainment. Leveraging data from the 2016 Progress in International Reading Literacy Study (PIRLS) by the International Association for the Evaluation of Educational Achievement, we utilize ordinary least squares (OLS) regression and quantile regression to estimate education production functions for each country individually. This approach enables us to assess how coefficients on explanatory variables vary across the spectrum of test scores. The results show that in MENA countries, early childhood education, which develops pupils’ skills acquisition before formal schooling, improves their reading performance. In sum, The Early childhood education effect can be reinforced through government policy and family background. In addition, we recommend a universal access to early childhood education., concentration of early childhood services in the private sector makes the programs confined only to wealthy people who can afford them, especially people living in urban cities and improve the quality of early education by implementing appropriate curricula and modern teaching. VL - 10 IS - 4 ER -
Economic Department, Faculty of Economics and Management of Tunis, University of Tunis El Manar, Tunis, Tunisia
