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Updated: Jan 7, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
Published on: April 28, 2016
Early Childhood Education and Care Enhances Cognitive Performance in Later Adolescence Through Non-Cognitive Skills
Ji Liu1, Millicent Aziku1, Dahman Tahri1
1Faculty of Education, Shaanxi Normal University, Xi'an 710062, China.
Abstract:
Prior studies have examined associations between early childhood education and care (ECEC) and cognitive performance in later adolescence. However, little is known about the role of non-cognitive skills development and truancy in this link. To address this gap, the current study investigates how non-cognitive skills and truancy mediate the link between ECEC and cognitive performance among 15-year-old students (N = 550,818), leveraging the Programme for International Student Assessment (PISA) 2022 dataset. Findings indicate that ECEC directly and positively influences non-cognitive skills development and cognitive performance. Non-cognitive skills development is negatively associated with truancy and positively influences cognitive performance. An inverse relationship was found between truancy and cognitive performance. Analyzing this relationship based on gender, it was observed that female students benefited more from ECEC compared to their male counterparts. These results imply that the provision of ECEC may reap substantial social equity benefits.
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