Abstract
Early childhood education (ECE) is often advocated for enhancing cognitive and non-cognitive development. However, its long-term effect on intrinsic motivation (向上心) remains contentious. This comprehensive review synthesizes empirical evidence from landmark longitudinal studies, randomized controlled trials (e.g., Perry Preschool Project), and motivation theory research (e.g., Gottfried’s intrinsic motivation studies, Overjustification effect). We highlight detailed statistical outcomes—IQ, academic attainment, socioeconomic measures—and present methodological notes (sample sizes, matching procedures, effect sizes). Findings suggest that autonomy-supportive early education promotes sustained intrinsic motivation and social competence, while excessive extrinsic pressure may undermine long-term mastery orientation.
Introduction
Early academic instruction has escalated globally, with many societies believing “earlier means better.” Yet, developmental psychology (Piaget, Vygotsky) does not endorse indiscriminate early academics; rather, it emphasizes child-driven exploration and scaffolded learning. In parallel, motivation theory (Deci & Ryan’s Self-Determination Theory, SDT) stresses the need for autonomy, competence, and relatedness for sustained intrinsic motivation.
At stake is a critical question: Does early structured education erode or nurture lifelong motivation? To answer this, we revisit foundational longitudinal and experimental studies, enriched with quantitative data.
Methods
We conducted a narrative, integrative literature review, focusing on:
- Long-term cohort and randomized studies (e.g. Perry Preschool Project, Abecedarian Project)
- Intrinsic motivation trajectory studies (Gottfried et al.)
- Experimental research on reward effects (Overjustification effect)
- Meta-analytic syntheses on motivation and academic performance.
Studies were included based on extended follow-up (adolescence or adulthood), statistical rigor, and relevance to intrinsic motivation development.
Literature Review
Perry Preschool Project (HighScope)
Design: RCT of 123 low-income African American 3–4-year-olds; 58 assigned to preschool (2.5 hr/day + weekly home visit), 65 controls .
IQ outcomes: Immediate boost up to ~1.1 SD after 2 years; effect size dropped to ~0.44 SD by age 6; non-significant by age 8 .
Academic & behavioral:
By age 27: preschool group had ~0.58 SD higher GPA; attended almost 1 more year of schooling (11.9 vs 11.0 years); 44% higher high school graduation rate (66% vs 45%) .
Age 40 follow-up: 46% less likely jailed (28% vs 52%); 33% fewer violent crime arrests (32% vs 48%); 42% higher median monthly income (~$2,712 vs $1,911); 26% less reliance on welfare .
Economic return: For every $1 invested, return ranged $7–13 by age 40 .
Intergenerational effects: Children of preschool participants less likely suspended or arrested, more likely to graduate HS and be employed .
Abecedarian Early Intervention Project
Longitudinal outcomes up to age 21 and 30:
At 21: +1.8 grade levels in reading, +1.3 in math; +4.4 IQ points overall; more likely in college (36% vs 14%); delayed parenthood; reduced teen pregnancies .
At 30: 4× higher college graduation (23% vs 6%); sustained employment (74% vs 53%); 5× less use of public assistance; delayed parenthood by nearly 2 years .
Gottfried et al.: Intrinsic Motivation Trajectory
Fullerton Longitudinal Study demonstrated that gifted children (identified at age 8) maintained significantly higher academic intrinsic motivation (measured via CAIMI) through ages 9–13. MANOVA: F(5, 91)=3.63, p=0.005; subject-specific F’s—for reading F(1,95)=8.25, p=0.005 .
General cohort studies show that intrinsic motivation in early elementary predicts academic persistence and achievement into adolescence .
Parental environment: Higher home engagement predicts greater intrinsic motivation even after controlling SES .
Negative impact of extrinsic tasks: Greater parental reliance on task-based extrinsic motivators correlates with lower intrinsic motivation .
Overjustification Effect
Lepper et al. (1973) experimentally showed that rewarding children for drawing (an activity they already liked) led to less voluntary drawing later, illustrating the risk of undermining intrinsic motivation.
Results: Synthesis
| Outcome Domain | Quantitative Findings | Implication |
|---|---|---|
| IQ | Initial gains up to 1.1 SD; fade by age 8 | Cognitive boosts transient |
| GPA & Schooling | +0.58 SD GPA; ~1 more year of education; 44%↑ graduation rate | Sustained academic benefit |
| Criminality & Social | 46%↓ incarceration; 33%↓ violent arrests; intergenerational positive spillovers | Non-cognitive gains crucial for life outcomes |
| Socioeconomic Return | $7–13 returned per $1 invested | High societal ROI |
| Intrinsic Motivation | Higher in gifted; home environment critical; extrinsic focus harms persistence | Autonomy & mastery predict motivation longevity |
Discussion
Short-lived IQ gains underscore that non-cognitive traits (self-control, persistence) drive the lasting benefits of early education programs.
Intrinsic motivation trajectories depend heavily on home environment and early autonomy afforded to children.
Pedagogical design matters: Programs like HighScope (Perry) that integrate planning, action, and reflection enhance mastery motivation.
Policy implication: Early learning initiatives should prioritize autonomy-supportive structures, minimizing overemphasis on immediate academic performance.
Conclusion
Early education is not inherently beneficial or harmful—it is the quality and motivational environment that determines outcomes. Autonomy-rich, child-centered methods anchor motivation; whereas extrinsic pressure risks demotivating lifelong learning.
References
- Schweinhart, L. J., et al. (2005). The HighScope Perry Preschool Study through Age 40. HighScope Press.
- Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Longitudinal Study of Academic Intrinsic Motivation… Gifted Child Quarterly.
- Gottfried, A. E., et al. (2001). Continuity of academic intrinsic motivation… Journal of Educational Psychology.
- Berrueta-Clement, J. R., et al. (1984). Evaluation of the Perry Preschool… Unpublished Report.
- Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest… Journal of Personality and Social Psychology.
- Abecedarian Project data via Wikipedia summary (citing Campbell & Ramey, 1994).
- HighScope program results summarized via multiple sources.
コメント