Preschool education and non-cognitive skills: evidence from rural China’s junior high students

This is the authors' abstract. We don't add key points for this paper.

Non-cognitive abilities, such as social skills and self-control, are vital for individual success. Preschool education is a critical period for developing these abilities, with long-term benefits often linked to early childhood interventions. Using data from the China Education Panel Survey (CEPS), this study employs OLS regression, PSM, and IV modeling to assess the impact of preschool education on rural junior high school students’ non-cognitive abilities. The analysis controls for individual and family characteristics and includes county-fixed effects. The study finds that preschool attendance significantly enhances non-cognitive abilities, especially in dimensions like positive emotions and extraversion. PSM and IV analyses confirm these findings, suggesting that preschool education improves family dynamics and peer relationships, which in turn foster non-cognitive development. The findings highlight the importance of early education investments and suggest that policies supporting preschool education can lead to significant long-term social and economic benefits.