Reframing Early Childhood Education: From Human Capital to Capabilities

Abstract

This paper proposes reframing the argument for individualized early childhood education programs focused on non-cognitive development by synthesizing two renowned economists' theories both of which emphasize the role of non-cognitive capabilities in development. James Heckman (2000 Nobel Laureate in Economics) employs human capital theory to argue that the inequality experienced by disadvantaged families is due to a lower level of human capital development, specifically inequity in non-cognitive ability. Amartya Sen (1998 Nobel Laureate in Economics) developed his capability theory to emphasize the importance of human agency, or accessibility of valued resources, in equalizing opportunity and development. Heckman's research is substantial but furthering his work through a capability framework provides a more descriptive account of factors influencing the development of children's cognitive and non-cognitive capabilities. In effort to develop a better understanding of what specific characteristics differentiates successful programs that produce the highest return on investment, this paper explores enriching Heckman's narrative through Sen's capability approach. In doing so, this creates an argument for investment in quality early childhood education programs for disadvantaged children because they are educated in the most resource poor environment and therefore experience the most inequity and lowest utility from their available capability set.