PDF(Pubmed)
Abstract：
Experiences in early childhood form the bedrock of future human potential. In impoverished settings, structured early childhood education (ECE) in preschool years can augment overall childhood and later human abilities. The current study evaluates preschool learning exposure and childhood cognition, using longitudinal follow-up of a community-based birth cohort in Vellore, south India. The birth cohort study site in Vellore recruited 251 newborns between 2010 and 2012 from dense urban settlements and further followed up into childhood. Preschool enrolment details were obtained from parents. Childhood cognition was assessed by Weschler\'s preschool primary scale of intelligence (WPPSI) and Malin\'s intelligence scale for Indian Children (MISIC) at 5 and 9 years of age respectively. Bivariate and multivariate regression analyses were performed with adjustments for socio-economic status (SES), maternal education, stunting status and home environment. Out of 251 new-borns recruited into the MAL-ED birth cohort, 212 (84.46%) and 205 (81.7%) children were available for the 5 year and 9 year follow-up respectively. At 5 years, structured ECE of 18 to 24 months duration was significantly associated with higher cognition scores, with the highest increase in processing speed [β: 19.55 (11.26-27.77)], followed by full-scale intelligence [β: 6.75 (2.96-10.550)], even after adjustments for SES, maternal cognition, home factors and early childhood stunting status. Similarly adjusted analysis at 9 years showed that children who attended 1.5-2 years of structured ECE persisted to have higher cognition, especially in the performance domain [β: 8.82 (2.60-15.03)], followed by the full-scale intelligence [β: 7.24 (2.52-11.90)]. Follow-up of an Indian birth cohort showed that structured ECE exposure was associated with better school entry cognition as well as mid-childhood cognition. Strengthening ECE through a multi-pronged approach could facilitate to maximize cognitive potential of human capital.
摘要：
幼儿时期的经验构成了未来人类潜力的基石。在贫困的环境中，学龄前儿童的结构化早期教育（ECE）可以增强整个儿童和以后人类的能力。本研究评估了学龄前学习暴露和儿童认知，使用Vellore社区出生队列的纵向随访，南印度。Vellore的出生队列研究中心在2010年至2012年期间从密集的城市居民区招募了251名新生儿，并进一步追踪到童年时期。学前入学详细信息是从父母那里获得的。分别在5岁和9岁时通过韦施勒的学龄前初级智力量表（WPPSI）和马林的印度儿童智力量表（MISIC）评估儿童认知。进行了双变量和多变量回归分析，并对社会经济地位(SES)进行了调整，母亲教育,发育迟缓状态和家庭环境。在MAL-ED出生队列中招募的251名新生儿中，分别有212名（84.46％）和205名（81.7％）儿童进行了5年和9年的随访。在5年,18至24个月的结构化ECE与更高的认知评分显着相关，处理速度提高最高[β：19.55（11.26-27.77）]，其次是全面智力[β：6.75（2.96-10.550）]，即使在SES调整后，母性认知,家庭因素和幼儿发育迟缓状态。9岁时的类似调整分析表明，参加1.5-2年结构化ECE的儿童持续具有更高的认知能力，特别是在性能领域[β：8.82（2.60-15.03）]，其次是全面智力[β：7.24（2.52-11.90）]。印度出生队列的随访表明，结构化的ECE暴露与更好的入学认知以及儿童中期认知有关。通过多管齐下的方法加强欧洲经委会可以促进最大限度地提高人力资本的认知潜力。
