The association between early childhood education and grade 5 science achievement

Insights from TIMSS 2023 in South Africa

Datos Bibliográficos

ID22110197
AutoresMathelela Steyn Mokgwathi (0000-0002-8085-7447, University of South Africa, autor de correspondencia), Mokgaetsi Prudence Maloka (0000-0002-2545-9016, University of South Africa), Marien Alet Graham (0000-0003-4071-9864, University of South Africa)
Año2025
Volumen11
Número1
Fecha de publicación2025-12-31
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaCogent Social Sciences (JOURNAL)
Identificadores de la revistaISSN: 2331-1886 • E-ISSN: 2331-1886
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/23311886.2025.2586369
OpenAlexW4416411407
IdiomaEN
Referencias citadas26

Inequities in early childhood education (ECE) quality and access, especially for learners from socioeconomically and culturally diverse backgrounds, are closely linked to persistent gaps in science achievement in South Africa. There is little data from low- and middle-income contexts regarding how particular early learning experiences affect later science performance, even though international research confirms that high-quality ECE can improve science, technology, engineering, and mathematics (STEM) readiness. This study investigates the connection between ECE experiences and Grade 5 science achievement in South Africa’s multilingual, multicultural educational system using data from the 2023 Trends in International Mathematics and Science Study (TIMSS). Using a nationally representative sample of 10,424 Grade 5 learners from 285 schools, and guided by Bronfenbrenner’s Ecological Systems Theory, hierarchical linear modeling assessed the influence of ECE participation, and caregiver engagement while controlling for socioeconomic background. Science achievement was measured through TIMSS learner assessments, while contextual data on early learning and family background were drawn from the TIMSS home and school questionnaires. Results show that structured ECE from age three, coupled with early literacy and numeracy readiness, is positively associated with science achievement. Conversely, early ECE entry (before age three) and premature writing skills were linked to lower scores, suggesting inequities in programme quality. These results demonstrate the necessity of culturally sensitive, inclusive ECE policies that encourage fair STEM preparedness for a diverse learner body and address systemic inequities

Academic achievement · Early childhood · Early childhood education · Multilevel model · Numeracy · Preparedness · Science education · Scientific Literacy · Socioeconomic status · Early Childhood Education and Development · Parental Involvement in Education · Science Education and Pedagogy