Impact of Early Childhood Education on Development in Bangladesh

Early childhood Development (ECD) is an essential stage for children from birth to age eight. This time is critical for growth in many areas, including physical health, thinking skills, and social abilities. What children experience during these early years greatly affects their overall health and future success. Positive ECD leads to better thinking abilities, language skills, and social skills, which are important for success in school and life.

Unfortunately, many children around the world do not reach their full development potential. Over 250 million children are affected, especially in low- and middle-income countries. The situation is even worse in parts of Asia and Africa. Parents in these regions often don't realize how important it is to care for their young children. There are also not enough early childhood development programs or early education options available. Other factors, like poor living conditions and health issues, make ECD even harder for some children.

#Role of Early Childhood Education

Early childhood education plays a critical role in the development of children. Many countries have seen improvements in ECD thanks to effective early education programs. In Bangladesh, a program was started in 2003 to offer early childhood education in over 65,000 primary schools across the country. Non-government organizations also helped provide early childhood education. These efforts expanded further in 2015 when the Sustainable Development Goals emphasized the importance of ECD.

Despite these efforts, research on how early childhood education affects ECD is quite limited, especially in Bangladesh. Most of the studies conducted focus on developed nations or have inconsistent results. There are various reasons for these differences, including small sample sizes and not considering important factors that may affect the results.

To fill this gap, a study was conducted to look at the connection between early childhood education and ECD in Bangladesh, while adjusting for other factors.

#Study Design and Sampling

The data for this research came from a survey done by UNICEF called the Multiple Indicator Cluster Survey (MICS) in 2014. This survey is conducted every four years in low- and middle-income countries to gather important information. In Bangladesh, the survey was implemented by the Bangladesh Bureau of Statistics.

To gather data, a two-stage random sampling method was used. First, 3,220 primary sampling units were randomly selected from a larger group generated in a national census. Then, 20 households were chosen from each unit. In total, the survey included over 64,000 households, with a response rate of about 82%. Among those households, 24,686 children aged five or younger were identified as participants. Data were finally collected from 23,402 children.

#Analytical Sample

For this study, data from 9,420 children aged three to four were analyzed. This group was selected because they were eligible to provide the information needed to create the Early Childhood Development Index (ECDI) and had data regarding early childhood education.

#Outcome Variable

The study focused on the ECDI, which is a composite score based on responses to ten questions. This index categorizes children as either on track (1) or not on track (0) in their development. The ten items were divided into four areas: literacy and numeracy, physical health, social-emotional skills, and learning abilities. To be considered on track, children needed to have positive responses in various areas.

#Exposure Variable

The main variable examined was whether the children attended an early childhood education program. Parents were asked if their children were enrolled. Early childhood education has been a priority for the government of Bangladesh, with both government and private sectors providing this education.

When analyzing the relationship between the ECDI and early childhood education, various factors were considered. These included the Child's age, gender, the mother's education level, and whether the mother faced any challenges. Other household factors like wealth level and community characteristics like urban or rural living were also taken into account.

#Statistical Analysis

Descriptive statistics were used to describe the characteristics of the respondents. A special type of analysis called multilevel logistic regression was used to see how early childhood education related to ECDI. This method was chosen because the data is organized in a way that children belong to households, and households belong to larger groups. This setup can affect the results if not addressed properly.

#Background Characteristics of Respondents

Among the children analyzed, only about 19% participated in early childhood education. The age distribution was quite equal, with roughly half being three years old and the other half being four. About 51.8% of the children were boys, and 48.2% were girls. The education levels of mothers varied, with some having no education while others had completed higher education. Approximately one-quarter of the children came from the poorest households.

#Distribution of ECDI and Its Domains

The study found that about 75% of the children were developmentally on track overall. Looking at specific areas, nearly 98% were on track in physical health, 91% in learning, 73% in social-emotional skills, and only 29% in literacy and numeracy. Children in early childhood education programs had a significantly higher likelihood of being developmentally on track, with about 86% compared to 72% of those who did not attend.

#Likelihood of Positive ECDI

The analysis showed that children who did not attend early childhood education were 44% less likely to have a positive ECDI. The same trend was evident in the literacy-numeracy and learning areas, where their chances were lower than those who participated in early education.

Additionally, four-year-old children had a nearly double chance of positive ECDI compared to three-year-olds. Girls showed a higher likelihood of positive ECDI than boys. Children whose mothers had more education also had better outcomes. Wealthier families had higher chances of positive ECDI, especially those in the middle and richest wealth brackets. Regionally, children in certain areas such as Dhaka had better ECDI outcomes.

#Conclusion

This study indicates that many children in Bangladesh are not on track in their development, with 25% projected to be behind. The findings reflect broader issues affecting early childhood development, including socio-economic factors and the availability of educational resources.

Only one in five children participates in early childhood education programs, highlighting the need for greater awareness among parents regarding its importance. Addressing barriers like poverty, access to education, and cultural influences is essential for improving participation rates in early childhood education.

The study concludes that enhanced early childhood education programs are critical for the development of children in Bangladesh. Increasing the accessibility of these programs, improving their quality, and raising awareness among parents about their value are key steps to take. Such actions will help ensure that all children receive the early education they need for healthy development and future success.