International Journal of Agriculture Extension and Social Development

author(s)
KH Ringsuachong Aimol and Natasha R Marak

abstract
Early childhood education (ECE) serves as the foundation for a child's holistic development in cognitive, social, emotional, language and academic growth. Understanding the quality of early childhood education programs and their direct influence on cognitive development is crucial for policymakers, educators, parents, and researchers alike. This study aims to provide a comprehensive analysis of the intricate relationship between the quality of early childhood education and cognitive development in young children. The study was conducted across seven districts in Meghalaya among 457 randomly selected rural children aged 3 to 6 years from 21 Integrated Child Development Services (ICDS) blocks. Pandey’s Cognitive Development Test for Preschoolers (PCDTP) which included both verbal and non-verbal tests was administered individually. The findings indicate noticeable cognitive development differences exist right from the preschool stage. The mean cognitive test score for the entire sample was 46 out of a total score of 65. Rural children attending private preschools achieved a mean score of 37.87, while their counterparts in publicly funded non-formal preschools attained a mean score of 28.33, revealing significant disparities in cognitive development. These distinctions likely arise from various factors including differences in educational approaches, resource availability, home environments, parental involvement and overall quality. The study underscores the critical importance of addressing these disparities in early education to foster equitable development for all children.