The Effect of Preschool Education on Non-cognitive Skills of Middle School Students: Empirical Study Based on CEPS
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Published
Sep 30, 2019
Abstract
Preschool education has been being seen as a crucial factor of individual cognitive skills, but it is yet clear regarding its effect on children’s non-cognitive skills. Apart from cognitive skills, the “capabilities” in the human capital model should also include non-cognitive skills. Using the baseline data of the “China Education Panel Survey”, this study explored the influence of preschool education experience on the non-cognitive skills of middle School students by using the method of propensity score matching. The results showed that children’s chances of receiving preschool education has been affected by factors like the health status of the children before schooling, family economic status, and parents’ education level. More importantly, preschool education had a statistically significant positive impact on the students’ ability of curiosity, acceptance of new things and self-discipline, and showed a negative impact on negative emotionality.
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Keywords
Preschool Education, Middle School Students, Non-cognitive Skills, Propensity Score Matching
References
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Schick, A., & Steckel, R. H. (2015). Height, Human Capital, and Earnings: The Contributions of Cognitive and Non-cognitive Ability. J Human Capital, 9(1): 94-115.
Shen, D., L. (1997). Theory and Practice of Non-intellectual Factors. Edu Sci Press. [Chinese]
Tam, T., & Wu, H. F. (2013). Noncognitive Traits as Fundamental Causes of Health Inequality. Chin Soc Rev, 46(2): 32-62.
Wentzel, K., Barry, C., & A. Caldwell, K. (2004). Friendships in Middle School: Influences on Motivation and School Adjustment .Edu Psy,96(2):195-203.
Yan, G., C. (1988). A Few Questions about Non-Intellectual Factors. J Shanghai Normal Univ(Philosophy & Social Science Edition),(4): 134-139.
Yu, F., Wang, C., Shen, J.,Shi, Y.,& Li, T. (2017). Effect of Cognitive Abilities and Non-cognitive Abilities on Labor Wages: Empirical Evidence from The Chinese Employer-Employee Survey. China Econ J, 10(1): 76-89.
Zhu, Z., X.(2003). Child Psychology. People’s Edu Press.
Andersson, B.E. (1992). Effects of Day-Care on Cognitive and Socioemotional Competence of Thirteen-Year-Old Swedish Schoolchildren. Child Develop, 63(1): 20-36.
Borghans, L., Duckworth, A. L., Heckman, J. J., & Baster, W. (2008). The Economics and Psychology of Personality Traits. J Human Resource, 43(4): 972-1059.
Bowles, S., & Osborne, G. M. (2001). The determinants of earnings: a behavioral approach. Journal of Economic Literature, 39(4): 1137-1176.
Cawley, J., Heckman, J. J., & Vytlacil, E. (2001). Three Observations on Wages and Measured Cognitive Ability. Lab Econ, 8(4): 419-442.
Chen C J & Liu Q . (2017) .A Quasi-experiment Study of Impact of Early Childhood Education on Students’ Academic Achievements When They Were 15 Years Old Based on the Shanghai Data from PISA. Stud Early Child Edu, (1): 3 -12. [Chinese]
Chetty, R., Friedman, J. N., Hilger, N.,Saez, E., Schanzenbach,D.W.,& Yagan,D. (2011). How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project STAR. Q J Econ, 126(4): 1593.
Coneus, K., & Laucht, M. (2014). The Effect of Early Noncognitive Skills on Social Outcomes in Adolescence. Edu Econ, 22(2): 112-140.
Duckworth, A. L., & Yeager, D. S. (2015). Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes. Edu Res, 44(4): 237-251.
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston,A. C., &Klebanov, p.,et al.(2007). School Readiness and Later Achievement. Deve Psy, 43(6): 1428-1446.
Eren, O., & Ozbeklik, S. (2013). The Effect of Noncognitive Ability on the Earnings of Young Men: A Distributional Analysis with Measurement Error Correction. Lab Econ, 24(6): 293-304.
Friedman, H. S., Kern, M. L., & Reynolds, C. A. (2010). Personality and Health, Subjective Well-being, and Longevity. J Personality, 78(1): 179-216.
Gong, X., Xu, D., & Han, W. J. (2016). The Effects of Preschool Attendance on Adolescent Outcomes in Rural China. Early Child Res Q, 37: 140-152.
Gormley, W. T., & Adelstein, S. (2011). Social-Emotional Effects of Early Childhood Education Programs in Tulsa. Child Develop, 82(6): 2095-2109.
Gutman L M, Schoon I. The Impact of Non-cognitive Skills on Outcomes for Young People: Literature Review[EB/OL].https://v1.education endowment foundation. org. Uk/uploads/pdf/Non-cognitive _skills_literature_review_2.pdf
Heckman, J. J. (2006). Skill Formation and the Economics of Investing in Disadvantaged Children. Science, 312(5782): 1900-1902.
Heckman, J. J. (2007). The Economics, Technology, and Neuroscience of Human Capability Formation. Pro National Academy Sci 104( 33):13250-13255
Heckman, J. J., & Rubinstein, Y. (2001). The Importance of Noncognitive Skills: Lessons from the GED Testing Program. Am Econ Rev, 91(2): 145-149.
Heineck, G., & Anger, S. (2010). The Returns to Cognitive Abilities and Personality Traits in Germany. Lab Econ, 17(3): 535-546.
Kingery, J. N., Erdley, C. A., & Marshall, K. C. (2011). Peer Acceptance and Friendship as Predictors of Early Adolescents’ Adjustment Across the Middle School Transition. Merrill-Palmer Quarterly, 57(3): 215-243.
Kubzansky, L. D., Martin, L. T., & Buka, S. L. (2009). Early Manifestations of Personality and Adult Health: A Life Course Perspective. Health Psy, 28(3): 364-372.
Le, J. J., & Hu B. W. (2017). The Effects of Non-cognitive Abilities on Wages: Evidence from China Family Panel Studies. Chin J Pop Sci ,(4): 66-76. [Chinese]
Li, K., Yi, P., Hu, B.,Burchinal, M., Marco, A. D.,&Fan, X.,Qin,J. L. (2016). Early Childhood Education Quality and Child Outcomes in China: Evidence from Zhejiang Province. Early Child Res Q 36(Supplement C): 427-438.
Li, L., Zhao W. L., & Bian W. J. (2017). Family Background and the Non-cognitive Skills. Res Edu Develop, (1): 45 -52. [Chinese]
Liu, Y., Zhao J. H., & Zhang L. (2013). Value Added Analysis of Teaching Effectiveness of One-Year Preschool Education. J Edu Stud ,(3): 56 -66.
Nores, M., & Barnett, W. S. (2010). Benefits of Early Childhood Interventions Across the World: (Under) Investing in the Very Young. Econ Edu Rev, 29(2): 271-282.
Pang, L. J., Hu J., & Hong ,X. M. (2003). Value of Preschool Education. Studies Early Child Edu ,(1): 7 -10. [Chinese]
Peng, J. Y., Gao Q., & Xiao J. (2011). The Outcome of Kindergarten Education in the Western Rural Area. Studies Early Child Edu, (7): 9-13. [Chinese]
Qiu, Z. H., &Liu Y. (2011). The Research on the Economic Development Benefits of Preschool Education of the Foreign Countries. Interl Com Edu,(6): 1-4. [Chinese]
Rao, N., Sun, J., Zhou, J., & Zhang, L. (2012). Early Achievement in Rural China: The Role of Preschool Experience. Early Child Res Q, 27(1): 66-76.
Reynolds, A. J., Temple, J. A., Ou, S. R., Arteaga, I. A.,&White,B .A. B. (2011). School-Based Early Childhood Education and Age-28 Well-Being: Effects by Timing, Dosage, and Subgroups. Science, 333(6040): 360-364.
Sammons, P. (2010). Do the Benefits of Preschool Last? Investigating Pupil Outcomes to the End for Key Stage 2 (aged 11).In Sylva K, Melhuish E, Sammons P. Siraj-Blatchford I, and Taggart B. (Eds.). Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education project(pp.114-148).Routledge, New York.
Sammons, P., Sylva, K., Melhuish, E.,Siraj, I. (2014). Influences on Students’ Social-behavioural Development at age 16 Effective Pre-School, Primary & Secondary Education Project. (EPPSE).[EB/OL].https://www.researchgate.net/publication/266372995_Influences_on_students%27_social-behavioural_development_at_age_16_Effective_Pre-School_Primary_Secondary_Education_Project_EPPSE
Schick, A., & Steckel, R. H. (2015). Height, Human Capital, and Earnings: The Contributions of Cognitive and Non-cognitive Ability. J Human Capital, 9(1): 94-115.
Shen, D., L. (1997). Theory and Practice of Non-intellectual Factors. Edu Sci Press. [Chinese]
Tam, T., & Wu, H. F. (2013). Noncognitive Traits as Fundamental Causes of Health Inequality. Chin Soc Rev, 46(2): 32-62.
Wentzel, K., Barry, C., & A. Caldwell, K. (2004). Friendships in Middle School: Influences on Motivation and School Adjustment .Edu Psy,96(2):195-203.
Yan, G., C. (1988). A Few Questions about Non-Intellectual Factors. J Shanghai Normal Univ(Philosophy & Social Science Edition),(4): 134-139.
Yu, F., Wang, C., Shen, J.,Shi, Y.,& Li, T. (2017). Effect of Cognitive Abilities and Non-cognitive Abilities on Labor Wages: Empirical Evidence from The Chinese Employer-Employee Survey. China Econ J, 10(1): 76-89.
Zhu, Z., X.(2003). Child Psychology. People’s Edu Press.
How to Cite
Gong, X., & Li, Z. (2019). The Effect of Preschool Education on Non-cognitive Skills of Middle School Students: Empirical Study Based on CEPS. Best Evidence in Chinese Education, 3(1), 287–303. https://doi.org/10.15354/bece.19.ar1070
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