The study in New York held during 1982 represented that pre-school education preliminary has a positive influence on the general thinking, verbal impressions, and school-based knowledge and abilities of children. Additionally, it has also been found that there was less retention of grade among pre-school students (Barnett, 2008).According to the study of Stipek, Feiler, Daniels, and Milburn in the year 1995, there are motivational variations among children who receive pre-school education and those who had not received them (Marcon, 2002). Numerous literature journals have precisely mentioned the long-run consequence of pre-school education. According to the research of “Child-Parent Center” (CPC) in the year 1960, the test score of pre-school children with those who had not joined pre-school varied from 0.35 to 0.77 in standard deviation. Furthermore, a quasi-experimental research in the schools of Latin America in 2006 depicted that pre-school education students gain high test ranks during third grade, as well as lesser educational failures, better educational accomplishment and positive influences on attention, class involvement, and discipline. The impact of attending pre-school on grades.
Allen, J. D. (2005). Grades as valid measures of academic achievement of classroom learning. Clearing House: A Journal of Educational Strategies, 78(5), pp. 218-223.
Berlinski, S., Galiani, S., & Gertler, P. (2006). The effect of pre-primary education on primary school performance. Retrieved from http://eprints.ucl.ac.uk/2695/1/2695.pdf
Barnett, W. S. (2008). Preschool education and its lasting effects: research and policy implications. Retrieved from http://nieer.org/resources/research/PreschoolLastingEffects.pdf
Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate Journal, 7(1), pp. 39-47.
Marcon, R. A. (2002). Moving up the grades: relationship between preschool model and later school success. Early Childhood Research and Practice, 4(1).
Morton, N. S. (2011). Ethical issues in research with children in the UK. Paediatric and Perinatal Drug Therapy, 4(4), pp. 135-139.
Pew Center on the States (2011). Transforming public education: pathway to a pre-k-12 future. Retrieved from http://www.pewtrusts.org/uploadedFiles/wwwpewtrustsorg/Reports/Pre-k_education/pathway-pre-k-12-future.pdf
University College London. (2006). UCL research ethics committee. Retrieved from http://ethics.grad.ucl.ac.uk/forms/guidance1.pdf
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