Currently, governments recognize the importance of investing in early childhood education programs. Since entry into elementary school is a critical transition period, it is useful to measure children's development before entry. The objective of this study is to evaluate the impact of the national preschool promotion program on the socio-connective variables acquired by the children who benefit from the program. The context chosen is that of Moroccan preschools located in rural areas. This work proposes a sequential methodology based on a conceptual analysis based on the SOR paradigm "Stimulus-Organization-Response", and an empirical methodology based on the estimation structural equations. The results of this work confirm the existence of a positive and significant relationship between the different
components of the external and internal environment of the preschool program, and the skills acquired by the preschool children. Consequently, the results argue for the generalization of preschool education, particularly in rural areas, with support for public or community provision. Providing preschool education to those who are currently excluded is considered an efficient and equitable investment.