Early Childhood Education In Russia: The Interrelation of Income Level and Parental Investment

Abstract

Within the framework of human capital and rational choice theory the effective formation of cognitive and non-cognitive skills in early childhood attracts both parents and researchers. Besides traditional home-based activities and kindergarten programs, many families in Russia choose extra classes for their children. The increasing inequality in early childhood education (ECE) has become a new problem, since not all parents can afford to pay for such extra activities (EA). This study investigates the interrelation between family income and the educational strategies chosen by parents. Data for the study were drawn from an online survey, conducted among 260 parents of children aged 3–7 years old. This dataset made it possible to estimate how much families with different income pay for EA in ECE and identify the motives of their educational investment practices. The results showed that the gap in spending on education in poor, low- and middle-income families is significant. However, financial constraints lead to increased parental involvement. The results show that parents from poor and low-income families value extra classes for preschoolers. This study emphasizes the need for further research into home-based teaching practices within poor and low-income families. A deeper understanding of this issue could improve the efficiency of ECE for children from disadvantaged families.