Effect of Early Childhood Education on Lower Primary Cognition

This study examined the effect of Early Childhood Education (ECE) on the cognitive development of pupils in lower primary education in Kamonyi District, Rwanda. Guided by three objectives-examining the accessibility, availability, and affordability of ECE; identifying aspects of cognitive development; and determining ECE's effect on cognitive growth-the study surveyed 158 respondents from a target population of 260 using descriptive and correlational research designs. Data were analyzed through SPSS and thematic methods. Findings revealed limited accessibility (13.52%) and affordability (mean = 2.85) of ECE. Only 14.7% of teachers reported standard cognitive development in pupils. Regression results showed physical learning environment (R² = 0.414), teacher-pupil interaction (R² = 0.470), and parental involvement (R² = 0.265) significantly influenced cognitive outcomes. The study concludes that poor ECE access negatively affects cognitive development and recommends increased parental enrollment efforts and improved teaching methods.

Autorentext

Dr. Nzayisenga Antoine, an esteemed theologian, educator, and historian from East Africa, is a professor at World Bible School University. A committed Pan-Africanist, he champions African identity, indigenous leadership, and faith-based education to empower the next generation of African leaders.