Exploring the Influence of National Early Childhood Education Policies on Child Cognitive and Social Development: A Comparative Analysis Across Developed and Developing Countries

Abstract

This study examines the influence of national early childhood education (ECE) policies on children’s cognitive and social development, employing a comparative analysis between developed and developing countries. Utilizing data from the UNESCO Institute for Statistics, World Bank, OECD Education at a Glance Reports, national Ministry of Education websites, and peer-reviewed journals, the research adopts a mixed-methods approach. Quantitative data analysis includes descriptive statistics, regression models, and hypothesis testing, supplemented by qualitative policy evaluation through thematic and content analysis.

Descriptive statistics revealed significant disparities in GDP per capita, ECE enrollment rates, public spending on ECE, and development scores between the two groups. Regression analysis indicated a positive correlation between ECE policies (enrollment rate and public spending) and cognitive and social development outcomes, confirmed by hypothesis testing. ANOVA demonstrated substantial differences in development scores between developed and developing countries.

Qualitative evaluation identified prevalent policy themes such as universal access, educational quality, and service integration, more frequently observed in developed countries. Integration of findings using Spearman’s rank correlation coefficient exhibited strong consistency between quantitative and qualitative results. Validation and reliability checks, including cross-validation and Cronbach’s alpha, ensured the robustness of the findings.

The study concludes that comprehensive ECE policies significantly enhance children’s cognitive and social development, with more pronounced effects in developed countries due to higher investment and implementation efficacy.