Author: Md. Parvej & Dr. Sanjay Kumar
DOI Link: https://doi.org/10.70798/Bijmrd/02110027
Abstract: Primary education occupies a pivotal position in the life course of an individual, functioning as the first formal interface between the child and structured learning environments. It is during the primary years that foundational cognitive processes such as attention, memory, reasoning, language acquisition, and problemsolving undergo rapid development. The present research article offers an in-depth theoretical and empirical exploration of how primary education acts as a catalyst for cognitive development in children. Drawing upon psychological theories, educational research, and policy perspectives, the study examines the multidimensional role of curriculum, pedagogy, teacher quality, school environment, and socio-cultural context in shaping cognitive outcomes. The article further discusses disparities in access and quality of primary education and their implications for cognitive development, particularly in developing countries. The paper concludes by emphasizing the need for strengthening primary education systems to foster equitable and holistic cognitive growth among children.
Keywords: Primary Education, Cognitive Development, Childhood Learning, Educational Psychology, Learning Outcomes.
Page No: 239-245