African Industrial Organization (Economics/Business crossover) | 04 December 2004
The Cognitive and Attendance Dynamics Framework for Early Childhood Education Interventions in Zambia: An Analytical Perspective
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Abstract
Early childhood education (ECE) plays a critical role in Zambia's development by fostering cognitive abilities and school attendance among underprivileged children. Theoretical model construction using existing literature on child development, education policy, and behavioural economics. A comprehensive theoretical framework is proposed to guide future empirical research into ECE interventions' effectiveness. Further studies should focus on designing and evaluating intervention strategies that simultaneously enhance cognitive skills and school engagement.