Early childhood education (ECE) interventions aim to improve cognitive and academic outcomes in underprivileged children, particularly those from coastal areas of Ghana where resources are limited. A longitudinal cohort study was conducted with a sample of 120 underprivileged children from coastal communities who participated in ECE programmes between and. Data collection methods included standardised assessments at baseline, mid-year, and end-of-programme evaluations to measure cognitive development and academic performance. During the study period, there was a statistically significant improvement (p < 0. 01) in children's literacy scores by an average of 20% from baseline to the end of ECE programmes, indicating enhanced reading comprehension skills among participants. The longitudinal data suggest that early childhood education interventions can positively impact cognitive and academic development in underprivileged coastal Ghanaian children. Future research should expand on these findings by exploring long-term educational outcomes and the sustainability of ECE programmes, with a focus on replicating results across different geographical regions and socio-economic contexts. Early Childhood Education, Cognitive Development, Academic Performance, Underprivileged Children, Coastal Ghana The empirical specification follows Y=₀+^ X+, and inference is reported with uncertainty-aware statistical criteria.
Kofi Asare (Fri,) studied this question.
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