Global Review Finds Early Childhood Curricula Prioritize Cognition Over Cooperation and Equity

Global Review Finds Early Childhood Curricula Prioritize Cognition Over Cooperation and Equity

(IN BRIEF) An extensive review of over 90 early childhood education policy documents from 53 countries, the EU, and the OECD reveals a global bias toward cognitive skills—like language and problem‑solving—while systematically underemphasizing social (“citizenship”) skills and the influence of socio‑economic factors on learning outcomes. Led by researchers at TUM, Luxembourg, and Barcelona, the study highlights that most curricula credit individual talent and effort for educational success, with little recognition of parental background, income disparities, or support systems. Prof. Samuel Greiff warns that this meritocratic framework may foster unrealistic individual expectations and unhealthy competition among preschools. Published in PLOS One, the findings advocate for policy revisions that incorporate cooperative skills and structural supports to bolster both personal achievement and societal well‑being.

(PRESS RELEASE) MUNICH, 31-Jul-2025 — /EuropaWire/ — A recent international analysis reveals that early childhood education guidelines in over 50 countries—and by bodies such as the EU and OECD—overlook vital social and structural factors that underpin lifelong learning and societal cohesion. Examining more than 90 policy documents from 1999 to 2023, researchers from the Technical University of Munich, University of Luxembourg, and Autonomous University of Barcelona found that most programs prioritize cognitive development—language acquisition, information processing, and spatial reasoning—while largely sidelining social skills essential for cooperation, tolerance, and mutual respect.

Crucially, citizenship skills—social competencies that foster community and democratic engagement—are rarely articulated in national curricula. Similarly, educational policy rarely acknowledges how socio‑economic circumstances (parents’ education levels, income, or disruptive life events) and support networks (family, peers, educators, society) shape a child’s ability to learn. Instead, the predominant narrative credits talent, effort, and personal responsibility as the sole drivers of future success.

Prof. Samuel Greiff of TUM’s Chair of Educational Monitoring and Effectiveness criticizes this narrow meritocratic focus: “By ignoring the impact of structural conditions and neglecting social skills, programs deprive children of competencies critical for personal well‑being and the health of democratic societies.” The study’s authors warn that this worldview may breed unrealistic expectations at the individual level and fuel competition among early‑learning institutions, to the detriment of holistic education.

The research, published in PLOS One, underscores the need for deeper investigation into how these policy gaps manifest in day‑to‑day practice. “Children may internalize the belief that effort alone guarantees achievement, without appreciating the role of collaboration and chance,” Greiff notes. The team calls for a balanced approach that integrates cognitive, socio‑emotional, and structural considerations to support both personal development and social cohesion.

Publications

Bobrowicz K, Gracia P, Teuber Z, Greiff S (2025) The meritocracy trap: Early childhood education policies promote individual achievement far more than social cohesion. PLOS One 20(7): e0326021.

Further information and links

Prof. Samuel Greiff is Chairman of the Board of Directors of the Centre for International Student Assessment (ZIB) at TUM. With its comparative studies, the center aims to make an important contribution to the quality assurance of education. It is responsible for the German part of the PISA studies.

Media Contacts:

Corporate Communications Center
Klaus Becker
klaus.becker@tum.de
presse@tum.de

Contacts to this article:

Prof. Dr. Samuel Greiff
Technical University of Munich (TUM)
Chair of Educational Monitoring and Effectiveness
Tel.: +49 89 289 24214
samuel.greiff@tum.de

SOURCE: Technical University of Munich