A Quantitative Analysis of Over-Schooling and Early Childhood Development

Abstract

This study investigated the effects of over-schooling on early childhood development, with a specific focus on behavioural, cognitive, and social domains. Guided by Bronfenbrenner’s Ecological Systems Theory and developmental readiness perspectives, the research employed a descriptive survey design with a sample of 350 respondents (parents, teachers, administrators, and community stakeholders). Data were collected using a structured 4-point Likert-scale questionnaire. Analysis using ANOVA and descriptive statistics revealed that over-schooling significantly affects behavioural outcomes (F = 5.62, p < 0.05), cognitive development (F = 7.84, p < 0.01), and social relationships (F = 6.47, p < 0.05). The findings demonstrate that excessive academic pressure, extended school hours, and limited play opportunities compromise children’s attention spans, creativity, and family bonding. The study concludes that while academic learning is crucial, over-schooling disrupts holistic development. It recommends balanced curricula, policy reforms limiting excessive schooling, and increased parental and community engagement.