Purpose
The study investigates how the length of time spent in kindergarten affects children’s academic performance in the subjects of mathematics, reading, and science. The study seeks to identify an optimal duration for how long children should attend kindergarten to maximise academic benefits, and whether this optimal duration varies between different countries. The research aims to provide practical recommendations to parents and educators in the investigated countries in order to improve children’s learning outcomes.
Result
The study identified an inverted U-shaped curve that describes the relationship between the duration of kindergarten attendance and academic performance in mathematics, reading, and science. This curve suggests that children gain academic benefits with increased time in kindergarten, but these benefits peak after a certain duration, which varies between countries. The optimal duration was four years in B-S-J-Z (China), Denmark, and Sweden, three years in Italy, and two years in New Zealand.
Design
The study used a quantitative approach using the GPS method to check for confounding factors related to family background and other influences. Data were obtained from PISA 2018, which includes large, representative samples of 15-year-olds from B-S-J-Z (China), Italy, New Zealand, Denmark and Sweden. Using the GPS method, researchers were able to analyse the relationship between the duration of kindergarten attendance and academic performance in a controlled manner.
References
Yang, J., Qin, K., & Wang, Y. (2024). Effect of the Duration of Preschool Attendance on Academic Achievements – Evidence from PISA 2018. Child Indicators Research, 17(2), 931–952.
Online year: 2023
Issue year: 2024
Review year: 2023
Financed by
Research Planning Fund of the Ministry of Education Humanities and Social Sciences, China; Independent Project of the Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, China