Peer-reviewed article
Influence of Early Childhood Education on the Level of Development of Children
Yingjing Wang ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined how early childhood education from ages 0-3 influences the development of children aged 4-6 in the Philippines. Researchers surveyed preschool teachers about their teaching strategies and measured children's developmental outcomes. The study found that different teaching strategies used by teachers significantly affected children's development across intellectual, behavioral, skill, and attitude domains. Teachers in the sample had received professional training and employed varied approaches to support early learning.
Key points
- 42% of children were enrolled in early education at age 2
- Pre-school teachers' utilization of different teaching strategies showed significant differences in children's level of development (ANOVA results)
- Early education had positive influence on children's intellectual abilities, behavior, skills, and attitudes
- All teachers in the study had received professional training in early education and child development
- Tailored teaching strategies are important for supporting children's development
Limitations
The study does not specify which teaching strategies were most effective or provide comparative data on outcomes for children with and without early education. The cross-sectional survey design cannot establish causation or track developmental changes over time.
Abstract
This study aimed to determine the influence of early childhood education at 0-3 years on school children aged 4-6 years. It looked into the profile of the respondents and the preschool teachers ‘utilization of teaching strategies and the influence of early education on the level of development of respondents. This study used quantitative-descriptive survey research design using survey questionnaire. The statistical tools used in this study were percentage, weighted mean, and ANOVA. Majority of children were enrolled in school at an early age with 42% enrolled at age 2; a slight majority of females (53%); parents exhibited diverse educational backgrounds, with 39% holding Bachelor's Degree and 33% being high school graduates. Teachers represented varied age groups with the majority falling between 21-35 years. Different positions were held, including early childhood main class teachers (40%), and early childhood supporting class teachers (20%). All teachers had received professional training in early education and child development and utilized various teaching strategies. ANOVA results demonstrated a significant difference of pre-school teachers' utilization of teaching strategies on children's level of development. The utilization of teaching strategies by pre-school teachers underscores their commitment to enhancing children's learning experiences. There is a positive influence of early education on various aspects of children's development such as intellectual abilities, behavior, skills, and attitudes. The significant difference of pre-school teachers' utilization of teaching strategies on children's level of development emphasizes the importance of tailored teaching strategies. The proposed guidance for future educational policies and practices aims to foster a more comprehensive and effective coordination between early education and school education, ultimately supporting children's sustainable development and successful learning.