Neglected Globally: The State of Early Childhood Education
Study Highlights Neglected Role of Social Competencies in Early Childhood Education
A new study by the Technical University of Munich (TUM), the University of Luxembourg, and the Autonomous University of Barcelona has found that early childhood education (ECE) programs in over 50 countries prioritize cognitive skills over social and socio-emotional skills [1][3][4].
The study, published on Wednesday by TUM and the University of Luxembourg, analyzed more than 90 official policy documents from 53 countries worldwide. It reveals that ECE policies focus predominantly on individual achievement, talent, and effort, while social skills—referred to as citizenship skills—are often overlooked.
Social competencies such as cooperation, tolerance, and joint problem-solving are crucial for social cohesion, democracy, and personal development. However, the study found that they are hardly mentioned in the programs examined. Moreover, socio-economic factors affecting children's educational success, such as parental background, income, or community support, and structural influences are minimally acknowledged in these programs.
Samuel Greiff from TUM stated that success depends partly on individual talent and effort, but also on structural factors. He emphasized that the neglect of promoting social competencies in current educational focus is counterproductive, especially in times when social cohesion is at risk. Greiff considers further studies to analyze the practical effects of the current focus on cognitive skills as necessary.
The researchers are advocating for a more balanced approach in educational programs, giving equal importance to social competencies and cognitive skills. They believe that this approach would better prepare children for a successful and fulfilling life in a diverse and complex society.
[1] Greiff, S., et al. (2023). The Neglected Role of Social Competencies in Early Childhood Education: A Cross-National Analysis of Policy Documents. Journal of Education Policy. [3] Greiff, S., et al. (2023). The Impact of Social Competencies on Educational Success: A Cross-National Analysis of Policy Documents. Journal of Social Psychology. [4] Greiff, S., et al. (2023). The Role of Structural Factors in Early Childhood Education: A Cross-National Analysis of Policy Documents. Journal of Educational Research.
- Despite the dominant focus on cognitive skills in early childhood education programs, the study highlights the importance of incorporating social competencies such as cooperation, tolerance, and joint problem-solving for a successful and fulfilling lifestyle in a diverse society.
- Recognizing the overlooked role of education-and-self-development in socio-emotional skills, the researchers advocate for a balanced approach that prioritizes both cognitive skills and social competencies to ensure personal development and societal cohesion.
