Key Factors of Cognitive Performance in Moroccan Preschool: Evidence from Random Slope Model

  •  Aomar IBOURK    
  •  Salah Eddine TAHA    


Compared to social factors, some studies have concluded that the quality of school environment is not important for learning. However, other studies have pointed out the divergence from this finding, highlighting the importance of environmental and educators quality regarding cognitive acquisition. Therefore, this article is in the same vein, and this, by seeking in a Moroccan context to identify the factors likely to influence cognitive learning in early childhood. The major features of our research reveal that in the Moroccan context mothers' level of education, environment’s quality, the training of educators and class size are among the key factors of preschool learning. Multilevel modeling is applied to data from an ad hoc survey of 780 children in 45 pre-schools.

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