Pagani, Fitzpatrick, Barnett, & Dubow (2010) emphasize that strong academic performance in early childhood education (ECD) is crucial for developing key skills, such as numeracy and literacy, which are essential for success in higher levels of education. The World Bank (2018) supports this by noting that children who excel in ECD tend to be more productive in adulthood, thereby contributing significantly to economic growth.
A study analyzing Latin American students highlighted that Cuba, which allocates a substantial 12.8% of its GDP to early childhood education, has reaped significant benefits. Cuban children demonstrate superior reading and writing skills compared to their peers in Venezuela and Brazil (Carnoy, Gove, & Marshall, 2007). Stellakis (2018) further notes that when teachers receive adequate compensation, housing allowances, and job security, children’s academic performance improves markedly.
Zafarullah & Pertti (2017) argue that strong academic performance in ECD is vital for fostering future technological and scientific advancements. They recommend that European Union countries increase their investment in ECD programs. The OECD (2019) concurs, stating that countries with high ECD expenditure, particularly those that focus on teacher motivation, tend to achieve better academic outcomes, which in turn supports national development.
Academic performance in early childhood is measured through the acquisition of early literacy skills, including letter recognition, vocabulary development, phonological awareness, sentence construction, and print awareness. These skills prepare children for more advanced reading instruction in elementary school (Education, 2010). Duncan & Magnuson (2013) highlight various initiatives by developed countries to enhance ECD outcomes. For instance, Norway invests 2% of its GDP—the highest among OECD countries—in ECD, primarily by offering competitive salaries to teachers. This investment has made Norway a global leader in education quality. Similarly, South Korea, which initially neglected ECD, saw rapid improvements in academic performance following increased government investment in the 1980s. Today, South Korea is among the top performers in mathematics and science, with high enrollment rates in pre-primary education, driven by government expenditure of 0.5% of GDP on ECD (OECD, 2015).
Singh, Malik, and Singh (2016) argue that improving teacher salaries is essential for enhancing children’s academic performance in ECD. They note that in countries like Sweden, Norway, and South Korea, where early childhood teachers are well-compensated, academic outcomes have significantly improved. Similarly, Farooq, Chaudhry, Shafiq, and Behanu (2011) assert that children’s academic performance in ECD lays the foundation for knowledge acquisition and skill development. Poor performance in ECD can have long-term negative consequences, leading to a cycle of poverty (Ololube, Kpolovie, & Egbezor, 2009).
Fafunwa (2018) notes that despite Nigeria’s adoption of a National Policy on Education in 1977, which recognized the importance of ECD, the country’s early childhood education system is in decline. This decay is due to a lack of teaching resources, ineffective leadership, and poor teacher motivation. Lenz-Taguchi (2010) adds that many Nigerian ECD schools operate in dilapidated buildings with outdated equipment, resulting in poor academic outcomes.
Javaid (2009) suggests that if Ghana increases its investment in ECD, particularly by improving teacher compensation, the country could achieve significant future development. Mustafa & Othman (2010) argue that strong academic performance in ECD is crucial for driving socio-economic progress. Various scholars have observed that enhancing ECD outcomes is the most effective way to instill values, attitudes, behaviors, and skills that are essential for success in higher education levels (Isabelo & Silao, 2018).
Since the adoption of the Early Childhood Act of 1960 in the United States, which mandated government funding for ECD, there has been a marked improvement in academic performance among young children. The Education Commission of the States (2007) notes that ECD teachers in the U.S. are paid salaries that are competitive with other professions, contributing to the country’s strong educational outcomes. Similarly, in Taiwan, government efforts to improve teacher compensation have led to better academic performance. Public ECD teachers in Taipei, for instance, earn an average monthly salary of $1,730, compared to $1,390 for their private-sector counterparts. This favorable working environment has made Taiwan one of the top-performing OECD countries in reading literacy, mathematics, and science (Chiu, 2018).
In Uganda, ECD schools in Kampala district generally perform better than those in rural areas, with students progressing to primary school with relevant academic skills. However, poor performance in ECD schools has been attributed to various factors. Wentzel (2017) emphasizes the importance of paying teachers well and providing them with job security to enhance academic outcomes. Despite this, ECD teachers in Nakasongola district often work without formal contracts and experience high turnover rates, leading to a lack of motivation and poor educational outcomes (Nakasongola district records, 2019).
