Early Childhood and Primary Education

While considerable progress has been made in achieving education for all, it continues to be the most disadvantaged who are at the highest risk of educational exclusion, underachievement and early drop-out (UNESCO, 2006). Most often, these problems have been conceptualised as about ‘children’s readiness for school’. Poverty, poor nutrition, and lack of resources and stimulation… Read more




The Promise of Preschool in Africa: A Randomized Impact Evaluation of Early Childhood Development in Rural Mozambique

The earliest years of life are pivotal in forming the foundations for healthy development and providing children and their societies the opportunity to reach their full potential. However, many children in developing countries are not able to develop to their full potential because of serious deficits in health, nutrition and proper cognitive and non-cognitive stimulation…. Read more




Centre-based day care for children younger than five years of age in low- and middle-income countries

Review question This review evaluated the effects of centre-based day care for children younger than five years of age in low- and middle-income countries (as defined by the World Bank 2011). We considered the following outcomes: children’s cognitive and psychosocial development, prevalence and incidence of infectious diseases among them and the economic situation of parents…. Read more




Stepping up early childhood development : investing in young children for high returns

Investing in young children is one of the best investments that countries can make. A child’s earliest years present a unique window of opportunity to address inequality, break the cycle of poverty, and improve a wide range of outcomes later in life. Recent brain research suggests the need for holistic approaches to learning, growth, and… Read more




Early achievement in rural China: The role of preschool experience

Two studies examined the relationship between preschool experiences and the early academic achievement of rural Chinese children. In both Study 1 (n = 165) and Study 2 (n = 205), the school preparedness, and the literacy and mathematics attainment of first graders with different preschool experiences (kindergarten, separate pre-primary class, “sitting-in” a Grade 1 class, no preschool experience) were… Read more




Is Something Better Than Nothing? An Evaluation of Early Childhood Programs in Cambodia

This study evaluated the relative effectiveness of home-based, community-based, and state-run early childhood programs across Cambodia. A total of 880 five-year-olds (55% girls) from 6 rural provinces in Cambodia attending State Preschools, Community Preschools, Home-Based Programs, or no programs were assessed twice using the Cambodian Developmental Assessment Test. Controlling for baseline differences, children who participated… Read more




The effect of preschool dialogic reading on vocabulary among rural Bangladeshi children

The purpose of the study was to examine the efficacy of a 4-week dialogic reading intervention with rural Bangladeshi preschoolers with the intention of increasing their expressive vocabulary. Eighty preschoolers randomly selected from five preschools participated in the 4-week program. Their expressive vocabulary, measured in terms of definitions, was tested on 170 challenging words before… Read more




Evaluating an improved quality preschool program in rural Bangladesh

An important goal of education in developing countries is to implement and improve early childhood education. A pre–post intervention–control design was used to compare a piloted-revised versus a regular preschool program offered by an organization in rural Bangladesh. After 7 months in operation, the quality of the piloted-revised program was higher than the regular program,… Read more




Continuing effects of early enrichment in adult life: The Turkish Early Enrichment Project 22 years later

Long-term studies of early intervention, spanning over decades, are scarce in the United States and nonexistent in the rest of the world. The Turkish Early Enrichment Project (TEEP) is the only non-U.S. example to date. This paper reports a new follow-up assessment of the long-term outcomes of TEEP, an intervention carried out in 1983–1985 with… Read more




Understanding the Mechanisms Through Which an Influential Early Childhood Program Boosted Adult Outcomes

A growing literature establishes that high quality early childhood interventions targeted toward disadvantaged children have substantial impacts on later life outcomes. Little is known about the mechanisms producing these impacts. This paper uses longitudinal data on cognitive and personality traits from an experimental evaluation of the influential Perry Preschool program to analyze the channels through… Read more




Changed Lives: The Effects of the Perry Preschool Program on Youths through Age 19. Monographs of the High/Scope Educational Research Foundation, Number Eight.

This study is the eigPi-h-in-a-teries of reports of longitudinal research on the long-telm effects of participation versus nonparticipation in a program of high quality early childhood education, on 123 black youths from families of low, socioeconomic status, who were at risk of failing in school. The study finds that young people up to 19 years… Read more




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