Long-term Impact of Village-level Preschool Education Intervention on Rural Children's Social-Emotional Competence

• In Event: Long-Term Impacts of Early Childhood Education Interventions in Rural China

Abstract

Theoretical Framework
This study investigates the long-term impact of village-level preschool education on rural children's social-emotional competence in China, focusing on the One Village One Preschool (OVOP) project. The research is grounded in the understanding that early childhood education plays a crucial role in developing social-emotional skills, which are fundamental for overall well-being and future success. The study hypothesizes that providing preschool education to rural children who previously lacked access can enhance their social-emotional skills, with effects persisting into junior high school. This framework emphasizes the potential of early interventions to promote equal starting points for child development, particularly in disadvantaged rural areas.

Methods
The study employs Propensity Score Matching (PSM) methods to analyze data from 2,729 junior high school students in G and Y counties, China. The core independent variable is preschool education experience, while dependent variables include measures of well-being, resilience, self-esteem, and depression. Social-emotional competence was measured using validated scales: the Chinese EPOCH Measure of Adolescent Wellbeing, Connor-Davidson Resilience Scale, Rosenberg Self-esteem Scale, and Center for Epidemiological Survey – Depression Scale. Additional questions about students' impressions of their surroundings were also included to provide contextual information.

Results
The findings indicate that the OVOP project had lasting positive effects on children's social-emotional competence. Compared to children who never attended preschool, OVOP beneficiaries scored significantly higher on measures of well-being, resilience, and self-esteem, and lower on depression scales. These effects persisted years after the intervention. OVOP participants also outperformed those who attended local township kindergartens in well-being, resilience, and self-esteem, and showed lower depression scores. Moreover, OVOP children demonstrated better outcomes in self-esteem and depression levels compared to those who attended county-level kindergartens or received preschool education elsewhere.

Notably, the study found more pronounced effects on disadvantaged children. Left-behind children, girls, children from divorced families, and those whose mothers had low education levels showed greater improvements in social-emotional competence. In contrast, non-left-behind children, boys, children with married parents, and those whose mothers had higher education levels did not show significant improvements from the intervention.

Discussion
The study reveals the crucial importance of preschool education in enhancing social-emotional competence in rural China. It demonstrates that early educational interventions can have lasting positive effects, potentially influencing future social and emotional development. The research highlights the role of preschool education in promoting equal starting points for child development, particularly for disadvantaged groups in rural areas. For policymakers, this study suggests that investing in early childhood education in rural areas can yield significant returns in terms of children's social-emotional development. The findings encourage increased government investment in providing more equitable and quality preschool education opportunities for disadvantaged rural children.

The study's limitations, such as potential selection bias and the need for longer-term follow-up, should be addressed in future research. Nevertheless, these findings contribute significantly to the understanding of early childhood education's impact on social-emotional development in resource-constrained settings.

Authors

• Yee-Man Jennifer Tang, The Chinese University of Hong Kong

• Mai Lu, China Development Research Foundation

• Si Chen, The Chinese University of Hong Kong

• Camilla Lo, Hong Kong Polytechnic University

• Chen Chen, University of Hong Kong