Preschool and Child Development under Extreme Poverty: Evidence from a Randomized Experiment in Rural Mozambique
This study analyzed the impact of a community-based preschool program on child development and schooling outcomes in high-poverty areas of rural Mozambique. Preschools were randomly assigned to 30 of 76 eligible communities. Using a panel survey of 2,000 households with preschool aged children, the...
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Washington, D.C
The World Bank
2017
|
| Schriftenreihe: | World Bank E-Library Archive
|
| Links: | https://doi.org/10.1596/1813-9450-8290 |
| Zusammenfassung: | This study analyzed the impact of a community-based preschool program on child development and schooling outcomes in high-poverty areas of rural Mozambique. Preschools were randomly assigned to 30 of 76 eligible communities. Using a panel survey of 2,000 households with preschool aged children, the study found that children who attended preschool experienced gains in cognitive development, communication, fine motor skills, and socio-emotional skills, scoring 0.33 standard deviations higher on a child development screening test. Preschoolers were 21 percentage points more likely to be enrolled in primary school, 14.9 percentage points more likely to enroll at the appropriate age, and had higher cognitive and communication scores in first grade. Treatment effects were generally larger for children from vulnerable households, those with higher initial development levels, and those with longer exposure to treatment. The preschool intervention also generated positive spillovers by increasing the school enrollment of older siblings and labor supply of adult caregivers. At a cost of approximately USD 3 per child per month, community-led preschools have the potential to be a cost-effective policy option for helping children meet their development potential even in the most resource deprived parts of the world |
| Umfang: | 1 Online-Ressource (50 Seiten) |
| DOI: | 10.1596/1813-9450-8290 |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV048273799 | ||
| 003 | DE-604 | ||
| 005 | 00000000000000.0 | ||
| 007 | cr|uuu---uuuuu | ||
| 008 | 220609s2017 xx o|||| 00||| eng d | ||
| 024 | 7 | |a 10.1596/1813-9450-8290 |2 doi | |
| 035 | |a (ZDB-1-WBA)NLM011147210 | ||
| 035 | |a (OCoLC)1334062012 | ||
| 035 | |a (DE-599)GBVNLM011147210 | ||
| 040 | |a DE-604 |b ger |e rda | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-12 |a DE-521 |a DE-573 |a DE-523 |a DE-Re13 |a DE-19 |a DE-355 |a DE-703 |a DE-91 |a DE-706 |a DE-29 |a DE-M347 |a DE-473 |a DE-824 |a DE-20 |a DE-739 |a DE-1043 |a DE-863 |a DE-862 | ||
| 100 | 1 | |a Martinez, Sebastian |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Preschool and Child Development under Extreme Poverty |b Evidence from a Randomized Experiment in Rural Mozambique |c Martinez, Sebastian |
| 264 | 1 | |a Washington, D.C |b The World Bank |c 2017 | |
| 300 | |a 1 Online-Ressource (50 Seiten) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b c |2 rdamedia | ||
| 338 | |b cr |2 rdacarrier | ||
| 490 | 0 | |a World Bank E-Library Archive | |
| 520 | |a This study analyzed the impact of a community-based preschool program on child development and schooling outcomes in high-poverty areas of rural Mozambique. Preschools were randomly assigned to 30 of 76 eligible communities. Using a panel survey of 2,000 households with preschool aged children, the study found that children who attended preschool experienced gains in cognitive development, communication, fine motor skills, and socio-emotional skills, scoring 0.33 standard deviations higher on a child development screening test. Preschoolers were 21 percentage points more likely to be enrolled in primary school, 14.9 percentage points more likely to enroll at the appropriate age, and had higher cognitive and communication scores in first grade. Treatment effects were generally larger for children from vulnerable households, those with higher initial development levels, and those with longer exposure to treatment. The preschool intervention also generated positive spillovers by increasing the school enrollment of older siblings and labor supply of adult caregivers. At a cost of approximately USD 3 per child per month, community-led preschools have the potential to be a cost-effective policy option for helping children meet their development potential even in the most resource deprived parts of the world | ||
| 700 | 1 | |a Martinez, Sebastian |4 oth | |
| 700 | 1 | |a Naudeau, Sophie |4 oth | |
| 700 | 1 | |a Pereira, Vitor |4 oth | |
| 776 | 0 | 8 | |i Erscheint auch als |n Druck-Ausgabe |a Martinez, Sebastian |t Preschool and Child Development under Extreme Poverty: Evidence from a Randomized Experiment in Rural Mozambique |d Washington, D.C : The World Bank, 2017 |
| 856 | 4 | 0 | |u https://doi.org/10.1596/1813-9450-8290 |x Verlag |z kostenfrei |3 Volltext |
| 912 | |a ZDB-1-WBA | ||
| 943 | 1 | |a oai:aleph.bib-bvb.de:BVB01-033653994 | |
Datensatz im Suchindex
| DE-BY-TUM_katkey | 2824963 |
|---|---|
| _version_ | 1821937209777848320 |
| any_adam_object | |
| author | Martinez, Sebastian |
| author_facet | Martinez, Sebastian |
| author_role | aut |
| author_sort | Martinez, Sebastian |
| author_variant | s m sm |
| building | Verbundindex |
| bvnumber | BV048273799 |
| collection | ZDB-1-WBA |
| ctrlnum | (ZDB-1-WBA)NLM011147210 (OCoLC)1334062012 (DE-599)GBVNLM011147210 |
| discipline | Wirtschaftswissenschaften |
| doi_str_mv | 10.1596/1813-9450-8290 |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>02835nam a2200361zc 4500</leader><controlfield tag="001">BV048273799</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">00000000000000.0</controlfield><controlfield tag="007">cr|uuu---uuuuu</controlfield><controlfield tag="008">220609s2017 xx o|||| 00||| eng d</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1596/1813-9450-8290</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ZDB-1-WBA)NLM011147210</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1334062012</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)GBVNLM011147210</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-12</subfield><subfield code="a">DE-521</subfield><subfield code="a">DE-573</subfield><subfield code="a">DE-523</subfield><subfield code="a">DE-Re13</subfield><subfield code="a">DE-19</subfield><subfield code="a">DE-355</subfield><subfield code="a">DE-703</subfield><subfield code="a">DE-91</subfield><subfield code="a">DE-706</subfield><subfield code="a">DE-29</subfield><subfield code="a">DE-M347</subfield><subfield code="a">DE-473</subfield><subfield code="a">DE-824</subfield><subfield code="a">DE-20</subfield><subfield code="a">DE-739</subfield><subfield code="a">DE-1043</subfield><subfield code="a">DE-863</subfield><subfield code="a">DE-862</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Martinez, Sebastian</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Preschool and Child Development under Extreme Poverty</subfield><subfield code="b">Evidence from a Randomized Experiment in Rural Mozambique</subfield><subfield code="c">Martinez, Sebastian</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Washington, D.C</subfield><subfield code="b">The World Bank</subfield><subfield code="c">2017</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 Online-Ressource (50 Seiten)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">World Bank E-Library Archive</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This study analyzed the impact of a community-based preschool program on child development and schooling outcomes in high-poverty areas of rural Mozambique. Preschools were randomly assigned to 30 of 76 eligible communities. Using a panel survey of 2,000 households with preschool aged children, the study found that children who attended preschool experienced gains in cognitive development, communication, fine motor skills, and socio-emotional skills, scoring 0.33 standard deviations higher on a child development screening test. Preschoolers were 21 percentage points more likely to be enrolled in primary school, 14.9 percentage points more likely to enroll at the appropriate age, and had higher cognitive and communication scores in first grade. Treatment effects were generally larger for children from vulnerable households, those with higher initial development levels, and those with longer exposure to treatment. The preschool intervention also generated positive spillovers by increasing the school enrollment of older siblings and labor supply of adult caregivers. At a cost of approximately USD 3 per child per month, community-led preschools have the potential to be a cost-effective policy option for helping children meet their development potential even in the most resource deprived parts of the world</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Martinez, Sebastian</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Naudeau, Sophie</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Pereira, Vitor</subfield><subfield code="4">oth</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Erscheint auch als</subfield><subfield code="n">Druck-Ausgabe</subfield><subfield code="a">Martinez, Sebastian</subfield><subfield code="t">Preschool and Child Development under Extreme Poverty: Evidence from a Randomized Experiment in Rural Mozambique</subfield><subfield code="d">Washington, D.C : The World Bank, 2017</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1596/1813-9450-8290</subfield><subfield code="x">Verlag</subfield><subfield code="z">kostenfrei</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-WBA</subfield></datafield><datafield tag="943" ind1="1" ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-033653994</subfield></datafield></record></collection> |
| id | DE-604.BV048273799 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-20T19:40:26Z |
| institution | BVB |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-033653994 |
| oclc_num | 1334062012 |
| open_access_boolean | 1 |
| owner | DE-12 DE-521 DE-573 DE-523 DE-Re13 DE-BY-UBR DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-703 DE-91 DE-BY-TUM DE-706 DE-29 DE-M347 DE-473 DE-BY-UBG DE-824 DE-20 DE-739 DE-1043 DE-863 DE-BY-FWS DE-862 DE-BY-FWS |
| owner_facet | DE-12 DE-521 DE-573 DE-523 DE-Re13 DE-BY-UBR DE-19 DE-BY-UBM DE-355 DE-BY-UBR DE-703 DE-91 DE-BY-TUM DE-706 DE-29 DE-M347 DE-473 DE-BY-UBG DE-824 DE-20 DE-739 DE-1043 DE-863 DE-BY-FWS DE-862 DE-BY-FWS |
| physical | 1 Online-Ressource (50 Seiten) |
| psigel | ZDB-1-WBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | The World Bank |
| record_format | marc |
| series2 | World Bank E-Library Archive |
| spellingShingle | Martinez, Sebastian Preschool and Child Development under Extreme Poverty Evidence from a Randomized Experiment in Rural Mozambique |
| title | Preschool and Child Development under Extreme Poverty Evidence from a Randomized Experiment in Rural Mozambique |
| title_auth | Preschool and Child Development under Extreme Poverty Evidence from a Randomized Experiment in Rural Mozambique |
| title_exact_search | Preschool and Child Development under Extreme Poverty Evidence from a Randomized Experiment in Rural Mozambique |
| title_full | Preschool and Child Development under Extreme Poverty Evidence from a Randomized Experiment in Rural Mozambique Martinez, Sebastian |
| title_fullStr | Preschool and Child Development under Extreme Poverty Evidence from a Randomized Experiment in Rural Mozambique Martinez, Sebastian |
| title_full_unstemmed | Preschool and Child Development under Extreme Poverty Evidence from a Randomized Experiment in Rural Mozambique Martinez, Sebastian |
| title_short | Preschool and Child Development under Extreme Poverty |
| title_sort | preschool and child development under extreme poverty evidence from a randomized experiment in rural mozambique |
| title_sub | Evidence from a Randomized Experiment in Rural Mozambique |
| url | https://doi.org/10.1596/1813-9450-8290 |
| work_keys_str_mv | AT martinezsebastian preschoolandchilddevelopmentunderextremepovertyevidencefromarandomizedexperimentinruralmozambique AT naudeausophie preschoolandchilddevelopmentunderextremepovertyevidencefromarandomizedexperimentinruralmozambique AT pereiravitor preschoolandchilddevelopmentunderextremepovertyevidencefromarandomizedexperimentinruralmozambique |