NON-COGNITIVE SKILLS
Many scholars, including Nobel economist Professor James Heckman, have identified a key word for success in life. It is "non-cognitive ability.
These include the "ability to persevere (GRIT)" in pursuit of a distant goal without losing interest, motivation, perseverance, self-control, cooperativeness, leadership and social skills, persistence in the face of difficult challenges, creativity, curiosity, and many others. Many studies have shown that in infancy, it is most important to nurture the foundation of non-cognitive skills, which are the foundation of a better humanity and lead to basic character development, rather than cognitive skills (skills that can be measured by tests such as IQ) such as understanding numbers, letters, shapes, logic, and so on.
Noncognitive skills are important for a richer life, and the best time to acquire them is during infancy.
<The Perry Program, which found that early childhood education has a significant impact on future income. >
The "Perry Preschool Program" is a study conducted in Michigan, U.S.A. Over 120 students aged 3-4 were divided in half, and only one half attended preschool three times a week for two years, three hours a day.
The children were asked to plan a play activity each day and to perform it repeatedly. Ask them to think about how they can improve their play. Weekly home visits by teachers.
The results showed that the former group was much happier than the latter: IQ at age 6, high school graduation rate at age 19, homeownership rate at age 27, and income at age 40 were all significantly higher in the preschool group. The preschool group also had lower welfare receipt rates at age 27 and lower arrest rates at age 40.
A.Data from the Perry Program collected when the individuals were 27 years old (High/Scope) >10th Percentile achievement indicates children who scored above the lowest 10% on the California Achieve- ment Test ( 1970) at age 14, HG Grad indicates number of children who graduated High school on time.
You might think, "Well, maybe it's because they got an education that increased their IQ." "But when we examine the IQ of the children, we find that it grows rapidly while they are attending preschool, but by around age 9, the IQ difference is almost completely eliminated.
In other words, although the children's IQ and academic achievement tests were increased after they entered elementary school, the effect was very short-term, and cognitive abilities such as IQ and academic performance do not change significantly after the early elementary school years, whether or not the children attend preschool. Professor Heckman focused on the possibility that the reason they were happier as adults was not because they had improved their cognitive abilities through preschool, but because they had acquired non-cognitive abilities.
Non-cognitive skills
In other words, although the children's IQ and academic achievement tests were increased after they entered elementary school, the effect was very short-term, and cognitive abilities such as IQ and academic performance do not change significantly after the early elementary school years, whether or not the children attend preschool. Professor Heckman focused on the possibility that the reason they were happier as adults was not because they had improved their cognitive abilities through preschool, but because they had acquired non-cognitive abilities.
