A COMPARATIVE STUDY OF CHILDREN’S COGNITIVE ABILITY IN MALAYSIAN PUBLIC AND PRIVATE PRE-SCHOOLS
Abstract
Background and Purpose: A child’s cognitive, physical, and socioeconomic development must be stimulated as early as possible to ensure it is on the right path. However, only a few studies have been conducted to investigate the difference in cognitive abilities between public and private pre-schoolers in Malaysia.
Methodology: A total of 121 students aged five to six were selected from public and private pre-schools in Kuala Lumpur using a purposive sampling method. The children's general cognitive abilities were assessed using the McCarthy Scales of Children’s Abilities (MSCA).
Findings: The findings showed that the general cognitive abilities of public and private pre-school children are at a moderate level. The results also indicated no statistically significant effect of the type of pre-school, parents’ level of education, and parents’ income level on children’s cognitive ability.
Contributions: This research provides insights into the children’s cognitive ability in some selected public and private preschools in Malaysia. The outcome is essential in determining the general cognitive abilities of the children. Possible future works are suggested to explore the topic from different perspectives in order to improve children’s cognitive ability.
Keywords: Cognitive abilities, pre-school children, type of pre-school, parents’ education, parents’ income.
Cite as: Hutagalung, F. D., Chew, F. P., Adams, D., & Fitriana, N. (2022). A comparative study of children’s cognitive ability in Malaysian public and private pre-schools. Journal of Nusantara Studies, 7(2), 377-398. http://dx.doi.org/10.24200/jonus.vol7iss2pp377-398
References
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Primary, Elementary and Early Years Education, 45(4), 504–515.
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Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2),
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Herry, Y., Maltais, C., & Thompson, K. (2007). Effects of full-day preschool program on 4-year-old children. Early Childhood Research & Practice, 9(2), 1-20.
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Kandawasvika, G. Q., Mapingure, P. M., Nhembe, M., Mtereredzi, R., & Stray-Pedersen, B. (2012). Validation of a culturally modified short form of the McCarthy scales of children’s abilities in 6 to 8 year old Zimbabwean school children: A cross section
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Kaufman, A. S., & Kaufman, N. L. (1977). Clinical evaluation of young children with the McCarthy Scales. Grune & Straton.
Loynes, C., Dudman, J., & Hedges, C. (2021). The impact of residential experiences on pupils’ cognitive and non-cognitive development in year six (10–11-year-olds) in England. Education 3-13: International Journal of Primary, Elementary and Early
Years Education, 49(4), 398-411.
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Anderson, K. G., Case, A., & Lam, D. (2001). Causes and consequences of schooling outcomes in South Africa: Evidence from survey data. Social Dynamics: A Journal of African Studies, 27(1), 37−59.
Andiarena A., Balluerka N., Gorostiaga A., & Ibarluzea J. (2017). Neuropsychological assessment at preschool age: Adaptation and validation of the McCarthy Scales of children’s abilities to 4 year-old Basque-speaking children. The Spanish Journal of Psychology, 20(E49), 1-10.
Bacharach, V. R., & Baumeister, A. A. (1998). Effects of maternal intelligence, marital status, income, and home environment on the cognitive development of low birthweight infants. Journal of Paediatric Psychology, 23(3), 197–205.
Barachetti, C., & Lavelli, M. (2010). Preschoolers’ communicative functions during shared booking reading with mothers and fathers. Early Education and Development, 21(4), 595−613.
Bojuwoye, O., & Narain, M. (2008). Parental involvement and children's academic achievement in a South Africa setting. Journal of Psychology in Africa, 18(2), 275–278.
Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371–399.
Browne, L., & Wong, K.-S. R. (2017). Transnational comparisons of teacher expectation of mathematical functional ability in early years and Key Stage 1 pupils – A study undertaken in Hong Kong and England. Education 3-13: International Journal of
Primary, Elementary and Early Years Education, 45(4), 504–515.
Burchinal, M., Lee, M., & Ramey, C. (1989). Type of day-care and preschool intellectual development in disadvantaged children. Child Development, 60(1), 128–137.
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2),
166–176.
Carlsson, M., Dahl, G. B., Öckert, B., & Dan-Olof, R. (2015). The effect of schooling on cognitive skills. The Review of Economics and Statistics, 97(3), 533–547.
Cattell, R. B. (1971). Abilities: Their structure, growth, and action. Houghton Mifflin Company.
Chew, F. P., Munastiwi, E., Abdullah, R., Rosli, N. A., Md Isa, Z., & Rushdan, A. R. (2018). Level of mathematics abilities of mild autism children on the McCarthy Scales of children’s abilities. Advanced Science Letters, 24(7), 5275-5279.
Christie, J. F., & Roskos, K. A. (2013). Play’s potential in early literacy development. In P. K. Smith (Ed.), Encyclopedia on early childhood development (pp. 38-43). https://www.child-encyclopedia.com/play/according-experts/plays-potential-early-
literacy-development
Cunha, F., & Heckman, J. (2007). The technology of skill formation. American Economic Review, 97(2), 31–47.
Davis, E. E., & Rowland, T. (1974). A replacement for the vulnerable Stanford-Binet? Journal of Clinical Psychology, 30(4), 517–521.
Duncan, R. J., McClelland, M. M., & Acock, A. C. (2017). Relations between executive function, behavioral regulation, and achievement: Moderation by family income. Journal of Applied Developmental Psychology, 49(1), 21-30.
Farah, M. J. (2017). The neuroscience of socioeconomic status: Correlates, causes, and consequences. Neuron, 96(1), 56-71.
Flanagan, D. P., & Dixon, S. G. (2013). The Cattell‐Horn‐Carroll theory of cognitive abilities. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and
adults with disabilities and other exceptional individuals (pp. 1−13). John Wiley & Sons.
Flanagan, D. P., & Harrison, P. L. (2012). Contemporary intellectual assessment: Theories, tests, and issues (3rd ed.). The Guilford Press.
Flynn, J. R. (2007). What is intelligence? Beyond the Flynn effect. Cambridge University Press.
García, E., & Weiss, E. (2017). Education inequalities at the school starting gate: Gaps, trends, and strategies to address them. https://epi.org/132500
Goh, D. S. (1976). A psychometric evaluation of the McCarthy scales of children's abilities (Paper presentation). Meeting of the Michigan Association of School Psychologists.
Goh, D. S., & Youngquist, J. (1979). A comparison of the McCarthy scales of children’s abilities and the WISC-R. Journal of Learning Disabilities, 12(5), 344–348.
Guxens, M., Mendez, M. A., Julvez, J., Plana, E., Forns, J., Basagaña, X., Torrent, M., & Sunyer, J. (2009). Cognitive function and overweight in pre-school children. American Journal of Epidemiology, 170(4), 438–446.
Hanscombe, K. B., Trzaskowski, M., Haworth, C. M. A., Davis, O. S. P., Dale, P. S., & Plomin, R. (2012). Socioeconomic status (SES) and children’s intelligence (IQ): In UK-representative sample SES moderates the environmental, not genetic, effect on IQ.
PLoS ONE, 7(2), e30320.
Herry, Y., Maltais, C., & Thompson, K. (2007). Effects of full-day preschool program on 4-year-old children. Early Childhood Research & Practice, 9(2), 1-20.
Horn, J. L. (1991). Measurement of intellectual capabilities: A review of theory. In K. S. McGrew, J. K. Werder, & R. W. Woodcock (Eds.), Woodcock-Johnson technical manual (pp. 197– 232). Riverside.
Huck, S. W. (2008). Reading statistics and research (5th ed.). Pearson.
Hutagalung, F. D., & Md Isa, Z. (2017). Cognitive ability among preschool children in Kuala Lumpur Malaysia. In F. L. Gaol & F. D. Hutagalung (Eds.), Social interactions and networking in cyber society (pp. 15-25). Springer.
Johnson, S., Wolke, D., Hennessy, E., & Marlow, N. (2011). Educational outcomes in extremely preterm children: Neuropsychological correlates and predictors of attainment. Developmental Neuropsychology, 36(1), 74-95.
Jones, G., & Schneider, W. J. (2006). Intelligence, human capital, and economic growth: A Bayesian Averaging of Classical Estimates (BACE) approach. Journal of Economic Growth, 11(1), 71–93.
Kamaruddin, N. (2015). Understanding patterns of interactive courseware use within Malaysian primary smart schools. Malaysian Online Journal of Educational Technology, 3(1), 49-56.
Kandawasvika, G. Q., Mapingure, P. M., Nhembe, M., Mtereredzi, R., & Stray-Pedersen, B. (2012). Validation of a culturally modified short form of the McCarthy scales of children’s abilities in 6 to 8 year old Zimbabwean school children: A cross section
study. BMC Neurology, 12(147), 1-6.
Kaufman, A. S. (1975). Factor structure of the McCarthy scales at five age levels between 2½ and 8½. Educational and Psychological Measurement, 35(3), 641–656.
Kaufman, A. S., & Kaufman, N. L. (1977). Clinical evaluation of young children with the McCarthy Scales. Grune & Straton.
Loynes, C., Dudman, J., & Hedges, C. (2021). The impact of residential experiences on pupils’ cognitive and non-cognitive development in year six (10–11-year-olds) in England. Education 3-13: International Journal of Primary, Elementary and Early
Years Education, 49(4), 398-411.
Lynn, R., & Vanhanen, T. (2002). IQ and the wealth of nations: Human evolution, behaviour, and intelligence. Praeger Publishers.
Lynn, R., & Vanhanen, T. (2006). IQ and global inequality. Washington Summit Publishers.
Malin, A. J., Busgang, S. A., Cantoral, A. J., Svensson, K., Orjuela, M. A., Pantic, I., … Gennings, C. (2018). Quality of prenatal and childhood diet predicts neurodevelopmental outcomes among children in Mexico City. Nutrients, 10(8), 1-14.
Manning, M., Garvis, S., Fleming, C., & Wong, G. T. W. (2017). The relationship between teacher qualification and the quality of the early childhood care and learning environment. Campbell Systematic Reviews, 13(1), 1-82.
Mashburn, A. J., Justice, L. M., Downer, J. T., & Pianta, R. C. (2009). Peer effects on children’s language achievement during pre‐kindergarten. Child Development, 80(3), 686−702.
McCarthy, D. (1972). Manual for the McCarthy scales of children’s abilities. The Psychological Corporation.
McGrew, K. S. (2005). The Cattell–Horn–Carroll theory of cognitive abilities. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (2nd ed., pp. 136−181). The Guilford Press.
Menon, N., & Abdullah, R. (2003). Panduan kognitif kanak-kanak prasekolah [Cognitive guidance of preschool children]. PTS Professional Publishing Sdn. Bhd.
Midraj, S., & Midraj, J. (2011). Parental involvement and grade four students’ Arabic reading achievement. European Journal of Educational Studies, 3(2), 245–260.
Ministry of Education Malaysia. (2008). Early childhood care and education policy implementation review 2007. https://bangkok.unesco.org/sites/default/files/assets/ECCE/publications/ECCE%20Policy%20Review%20Reports
/ECCE_Policy_Review_Report-_MALAYSIA.pdf
Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013–2025 (Preschool to post-secondary education). https://www.moe.gov.my/menumedia/media-cetak/penerbitan/pppm-2013-2025-pendidikan-prasekolah-hingga-lepas-
menengah/1207-malaysia-education-blueprint-2013-2025/file
Mustafa, Z., Kamari, M. N., Megat A Rahman, P. Z., Talib, J., Kharuddin, A. F., Ku Ibrahim, K. F., Muhamad Taha, N., & Md Yasin, S. F. (2017). Laporan akhir: Kajian Perkhidmatan Taman Asuhan Kanak-Kanak (TASKA) di Malaysia [Final report: Study of
Child Care Center Services (TASKA) in Malaysia]. Jabatan Kebajikan Masyarakat Malaysia.
Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practices for young children. National Association for the Education of Young Children.
Osorio-Valencia, E., Torres-Sánchez, L., López-Carrillo, L., Rothenberg, S. J., & Schnaas, L. (2018). Early motor development and cognitive abilities among Mexican pre-schoolers. Child Neuropsychology: A Journal on Normal and Abnormal
Development in Childhood and Adolescence, 24(8), 1015–1025.
Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using the SPSS Program (4th Ed.). Allen & Unwin.
Poh, B. K., Lee, S. T., Yeo, G. S., Tang, K. C., Ab Rahim, N. A., Hanisa, A. S., … SEANUTS Study Group. (2019). Low socioeconomic status and severe obesity are linked to poor cognitive performance in Malaysian children. BMC Public Health, 19(4), 1-10.
Prasad, M. R., Kramer, L. A., & Ewing-Cobbs, L. (2005). Cognitive and neuroimaging findings in physically abused pre-schoolers. Archives of Disease in Childhood, 90(1), 82–85.
Richardson, K. (2002). What IQ tests test. Theory & Psychology, 12(3), 283–314.
Rindermann, H. (2013). African cognitive ability: Research, results, divergences and recommendations. Personality and Individual Differences, 55(3), 229-233.
Santos, M. M., Corsi, C., Marques, L. A. P., & Rocha, N. A. C. F. (2013). Comparison of motor and cognitive performance of children attending public and private day care centers. Brazilian Journal of Physical Therapy, 17(6), 579−587.
Schoon, I., Jones, E., Cheng, H., & Maughan, B. (2012). Family hardship, family instability, and cognitive development. Journal of Epidemiology and Community Health, 66(8), 716–722.
Sclafani, J. D. (2004). The educated parent: Recent trends in raising children. Praeger Publishers.
Shamsul Bahari, S., Zailina, H., Jamal Hisham, H., & Rohani, A. (1997). Penggunaan skala prestasi kanak-kanak McCarthy (MSCA) sebagai instrumen pengukur tahap cerdik pandai di kalangan kanak-kanak di Malaysia [The use of the McCarthy Child
Performance Scale (MSCA) as an instrument to measure the level of intelligence among children in Malaysia]. Bulletin Kesihatan Masyarakat, 3(1), 83–100.
Taherdoost, H. (2016). Validity and reliability of the research instrument; How to test the validation of a questionnaire/survey in a research. International Journal of Academic Research in Management, 5(3), 28-36.
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Published
2022-06-30
How to Cite
Hutagalung, F. D., Fong Peng, C., Adams, D., & Fitriana, N. (2022). A COMPARATIVE STUDY OF CHILDREN’S COGNITIVE ABILITY IN MALAYSIAN PUBLIC AND PRIVATE PRE-SCHOOLS. Journal of Nusantara Studies (JONUS), 7(2), 377-398. https://doi.org/10.24200/jonus.vol7iss2pp377-398
Section
Articles
