Vol. 2004 No. 1 (2004)
The Cognitive and Attendance Dynamics Framework for Early Childhood Education Interventions in Zambia: An Analytical Perspective
Chifundo Kapenda, Mulungushi University
Lupelo Mwamba, University of Zambia, Lusaka
DOI: 10.5281/zenodo.18803494
Published: March 11, 2004
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.
How to Cite
Chifundo Kapenda, Lupelo Mwamba (2004). The Cognitive and Attendance Dynamics Framework for Early Childhood Education Interventions in Zambia: An Analytical Perspective. African Industrial Organization (Economics/Business crossover), Vol. 2004 No. 1 (2004). https://doi.org/10.5281/zenodo.18803494
Keywords
ZambianCognitive DevelopmentAttendance RatesInterventionsEarly Childhood EducationMaslow's HierarchySocio-Cognitive Theory