Why does this matter?
Canadian research from OISE (the Ontario Institute for Studies in Education) and the Early Years Study confirms that high-quality early childhood education has a documented, long-term impact on a child’s future. The effects range from stronger results in reading and mathematics, through the development of self-regulation (the ability to manage emotions, thoughts and behaviour), all the way to an 11.4% higher chance of completing secondary school. Maple Bear preschools offer a comprehensive early-education program that combines the Canadian pedagogical approach with the requirements of the Polish education system. Lessons follow our own program, which brings together inquiry-based learning, a student-centred approach and authentic bilingualism through immersion. It is a program that builds the future-ready skills confirmed by decades of research (McCain et al. 2011, 2020; Pelletier et al. 2019, 2021).
Key takeaways
- High-quality early childhood education reduces the need for specialist support by 8.1%, eliminates grade repetition (8.3%) and increases the likelihood of completing secondary school by 11.4% (McCain et al., 2011).
- The benefits of good education are measurable from the earliest years – the decisions parents make at the preschool stage shape a child’s academic future and success (McCain et al., 2011).
- Children who spend a full day in preschool read, write and count better, and show stronger self-regulation (Pelletier & Corter, 2019).
- The most lasting benefits of preschool come from what children learn from one another (McCain et al., 2020).
Why do the earliest years matter most?
Choosing international, private education at the preschool stage often raises one question: at such an early age, does it really make a difference? Many parents still believe that serious educational investments can wait until later. Yet Canadian research shows that the opposite is true – the reverse of what intuition might suggest. It is the earliest years – not high school, not university – that most strongly shape how a child will learn for the rest of their life. Canadian early-education experts provide extensive evidence that the quality of education during this period matters far more than is commonly assumed (McCain et al., 2011).
What concrete effects does the research show?
An analysis of 22 experimental studies found measurable effects of high-quality early childhood education (McCain et al., 2011):
8.1% lower need for specialist support – children less often require help from a speech therapist or psychologist, because any difficulties are addressed early, when intervention is most effective.
8.3% less grade repetition – a child who repeats a year loses not only time, but confidence too. A good preschool builds the foundations that let a child keep up with the curriculum without stress.
11.4% higher likelihood of completing secondary school – that may be the distant future, but the perseverance and motivation to learn are built as early as preschool.
More importantly, the effect of well-run early education is not a brief advantage that fades after a year – it is a lasting difference in development. As Canadian research confirms, the effects are still visible in secondary school.
Do the hours spent in preschool make a difference?
For years, researchers at the Ontario Institute for Studies in Education (OISE) at the University of Toronto compared the school results of children who spent a full day in preschool with those who attended for only a few hours a day (Pelletier & Corter, 2019).
Children in the full-day program read better, wrote more fluently and understood mathematics more deeply. But the fourth element proved the most important: self-regulation – a child’s ability to manage their own emotions, thoughts and behaviour (Shanker, 2013). In practice, self-regulation is a child’s ability to stay focused on a difficult task, cope with frustration, organise their own work and persevere despite obstacles.
What is more, OISE research showed that self-regulation developed in preschool is a stronger predictor of academic success than IQ (Pelletier et al., 2021). An intelligent child without self-regulation will struggle with deadlines or exam stress. With self-regulation, that same child can use their potential to the full.
Why should children learn from one another?
The most lasting benefits of preschool come not only from teachers, but from what children learn from one another (McCain et al., 2020): how to cooperate, wait their turn, share, consider other people’s feelings, listen and build relationships. These competencies are the foundation of future success – at school and later in their careers.
Justine O’Grady, Director of Curriculum at Maple Bear Global Schools, explains how these early foundations translate into later learning. In an interview on school readiness, she emphasises that a good preschool does not only prepare a child for first grade – it shapes them as a learner for years to come:
Our Canadian approach focuses on building a child’s confidence and identity as a learner. We nurture curiosity, creativity and problem-solving through inquiry-based learning and play. Children are encouraged to ask questions, test ideas and reflect, which helps them see themselves as active participants in the learning process.
Through meaningful, hands-on experiences, children learn to think critically, collaborate and approach challenges with confidence. These foundations mean that they not only enter primary school “ready” – they become capable, resilient learners prepared for life.
You can read the full interview with Justine O’Grady in The Bear magazine, 2025 edition (link to the magazine)
How do children learn at a Maple Bear Canadian preschool?
At a Maple Bear preschool, following the Canadian methodology and curriculum, we build the foundation for a child’s entire future. The Canadian student-centred approach develops self-regulation – which research identifies as a stronger predictor of success than IQ (Pelletier et al., 2021). From the very first day, children learn in English through immersion: we don’t teach English; we teach in English. As a result, a child becomes authentically bilingual – learning English naturally, just as they once learned their mother tongue.
Maple Bear Wrocław preschool and elementary school are part of the largest educational network in the world. More than 70,000 children and young people attend Maple Bear schools across 39 countries. All teachers take part in regular training led by Canadian experts, where they learn, among other things, how to recognise the individual needs of every child in order to support their development as fully as possible. The hybrid model – which combines two curricula in a single program, Polish and Canadian – provides a strong foundation for further development, while also leaving families a real choice of where to continue their education after preschool and elementary school: whether at a prestigious Polish secondary school or at an international school anywhere in the world.
“Many parents see preschool primarily as a place of care, and associate the start of real learning only with school. Experience, supported by Canadian research, shows otherwise: it is the earliest years that most profoundly shape a child as a learner – building their curiosity, independence and self-confidence. The decision to give a child high-quality teaching from the very earliest stage of education opens the way to their full development. It is at this stage that we nurture the future-ready skills – critical thinking, creativity and the ability to collaborate – that will matter more than ever in the years ahead,” says Oriana Molęda, Director of Maple Bear Wrocław.
Enrolment at Maple Bear Wrocław – for preschool, kindergarten and elementary school (grades 1–5) – is still open. To arrange an individual meeting with the school’s management, simply fill in the form at www.maplebear.pl.
Sources
- McCain, M., Mustard, F., & McCuaig, K. (2011). Early Years Study 3: Making Decisions, Taking Action. Link
- McCain, M., & McCuaig, K. (2020). Early Years Study 4: Thriving Kids, Thriving Society. Link
- Pelletier, J., & Corter, C. (2019). “A Longitudinal Comparison of Learning Outcomes in Full-Day and Half-Day Kindergarten.” Link
- Pelletier, J., et al. (2021). “Effects of Full-Day Kindergarten on School Readiness and Third-Grade Outcomes.” Educational Researcher, 50(9), 587–597. Link
- Shanker, S. (2013). Calm, Alert, and Learning: Classroom Strategies for Self-Regulation. Toronto: Pearson Canada.
- Interview with Justine O’Grady, “Is my child ready for primary school?”, Maple Bear Polska. Link