EFFECTS OF EARLY CHILDHOOD EDUCATION ON SCHOOL PERFORMANCE: A BIBLIOMETRIC ANALYSIS

Abstract

This study analyzes the Brazilian literature on the effects of attending Early Childhood Education (ECE) on school performance. For this, a bibliometric analysis of national studies was carried out, as well as a descriptive analysis of the publications and a mapping of the literature review. It was found that these publications have intensified in recent years, in line with the greater efforts observed to prioritize Early Childhood Education (ECE) in Brazil, and that the effects found are predominantly positive, indicating that attending Early Childhood Education generates gains in children's future school performance. National studies also seek to identify side effects of Early Childhood Education (ECE) on non-cognitive outcomes, such as social skills and stress, and possible heterogeneous effects of mother's education, color or race, and exposure time. In general, these studies are in line with international evidence that participation in Early Childhood Education (ECE) generates persistent cognitive and non-cognitive gains.