Study on the Relationship Between Kindergarten Book Holdings and China's Economic Development

DOI: https://doi.org/10.62517/jhet.202515629

Author(s)

Youwen Bi

Affiliation(s)

Zhengzhou Institute of Technology, Zhengzhou, Henan, China *Corresponding Author

Abstract

At present, empirical studies on the relationship between preschool education resources and economic development remain insufficient in existing literature. This paper uses provincial panel data of China from 2013 to 2023 and adopts a two-way fixed effects model to conduct an empirical analysis of this issue. The results show that early childhood education resources have a significant positive impact on economic growth. Meanwhile, this paper analyzes the influence of early childhood education resources on local economic growth in three regions. It is found that early childhood education resources in the Western region have the strongest promoting effect on local economic growth, whereas the corresponding impacts in the Eastern and Central regions lack statistical significance. After excluding the data from 2020 to 2022, the conclusion still holds. It suggests that corresponding economic development policies ought to be formulated in light of the resource allocation characteristics of different regions.

Keywords

Educational Resources; Number of Kindergarten Books; Economic Growth; Panel Data; Two-way Fixed Effects Model

References

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