The relationship between the duration of preschool education and children's intelligence scores

This study aims to examine the effects of preschool education duration on intelligence and its components. The study investigated changes in the verbal, visual and memory abilities of children attending preschool for different durations, and whether these changes differ according to the years attended. The study involved 1379 primary school students in the first year of education from three public schools in Eskişehir. Their intelligence levels were assessed using the Anatolian-Sak Intelligence Scale (ASIS). Information on the duration of preschool attendance and some demographic informations were obtained using the Participant Information Form. Analysis of covariance (ANCOVA) was used to test for changes in education duration over time, and latent profile analysis (LPA) methods were employed to create cognitive profiles of children according to their preschool attendance. Similar results were observed in the ability areas according to duration; however, it was revealed that different changes occurred in each ability area as duration increased. However, it was observed that different cognitive profiles emerged as a result of the duration. Keywords: Preschool education duration, Verbal and visual abilities, Memory capacity, Intelligence, Cognitive profile.