Persisting influence of structured early childhood education exposure on pre-adolescent cognition – Evidence from an Indian birth cohort
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Background and objectives
Structured early childhood education (ECE) can enhance human potential by improving academic performance, particularly in impoverished settings. This study evaluated the association between ECE and cognition at age 12 years in the longitudinal malnutrition and enteric diseases (MAL-ED) cohort follow-up study in Vellore, South India.
Methods
The MAL-ED Vellore cohort enrolled 251 newborns between 2010–2012 from urban low- and middle-income (LMIC) settings and followed them at multiple timepoints. Parents reported ECE details, including duration of enrollment. At 12 years, cognition was assessed using Malin’s Intelligence Scale for Indian Children (MISIC). Bivariate and multivariate regression analyses were conducted with adjustments for socioeconomic position (SEP), sex, maternal education, and stunting status.
Results
Of the original cohort, 212 (84.46%), 205 (81.67%), and 191 (76.09%) children were available at 5, 9, and 12 years, respectively. By age 5 years, 54.25% (115/212) had attended structured ECE. Exposure for 18–24 months was positively associated with verbal IQ [β: 4.36 (1.85–6.86)], performance IQ [β: 4.96 (1.25–8.68)], and total IQ [β: 4.66 (1.96–7.36)] at age 12 years, compared to those without exposure, after adjustment for SEP, sex, stunting at 2 and 5 years, and maternal cognition.
Conclusions
Twelve-year follow-up of an Indian birth cohort demonstrated that structured ECE continued to show positive associations with pre-adolescent cognition, extending evidence previously reported at 5 and 9 years. Structured ECE and its effective implementation may optimize human capital in India.
