The Long-Term Impact of Early Childhood Education on Academic Performance - A Narrative Literature Review

Author(s)	Yanhao Shao, Sijing Wang, Ming Yi
Country	Malaysia
Abstract	This literature review focuses on the long-term impact of early childhood education (ECE) on academic performance, particularly in China, but concerning international insights. Based on sixteen empirical studies, the review outlines the advantages of ECE on cognitive, social, and emotional development, particularly for disadvantaged children. High-quality ECE programs are indicated as having a robust positive impact on academic resilience. However, the benefit dissipates as students advance to middle and high school in terms of program quality, socioeconomic standing, and cultural setting. Future studies should examine the role of such as cultural differences, family dynamics, technology, and innovative approaches in optimizing the impact of ECE on the academic performance of students.
Keywords	Early Childhood Education, Academic Performance, Cognitive Development, Educational Resilience, School Readiness
Field	Sociology > Education
Published In	Volume 7, Issue 2, March-April 2025
Published On	2025-03-17
DOI	https://doi.org/10.36948/ijfmr.2025.v07i02.39283
Short DOI	https://doi.org/g882h3

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