Are there long-term benefits from early childhood education in low- and middle-income countries?

Abstract

We examine the relationship between participation in early childhood education (ECE) and various long-term outcomes: post-ECE educational attainment, the development of both cognitive and socioemotional skills, and labor market outcomes. The data are from the recent Skills Toward Employability and Productivity surveys of urban adults in 12 low- and middle-income countries. Using OLS regression and propensity score matching techniques, we find suggestive evidence of long-term benefits across countries, as well as mixed evidence within countries. Notably, we find positive and statistically significant associations between ECE participation and post-ECE educational attainment (a mean of 0.9 additional years across countries). We find relatively fewer cases of positive associations between ECE and long-term socioemotional outcomes. The evidence on ECE and labor market outcomes is varied, with positive associations for skill-use but weak associations with earnings. Such mixed results suggest that improvements in the quality of ECE programs are necessary for realizing the full range of long-term benefits.

Mejora de las prácticas orientadoras desde la revisión sistemática de estudios sobre eficacia escolar

“…La asistencia a la educación preescolar mejora el rendimiento del alumnado (Shafiq et al, 2018). Respecto a la asistencia a clase, las aulas más eficaces se caracterizan por altos niveles de puntualidad, tanto del alumnado como del profesorado (Iyer y Moore, 2017).…”

Associations of formal childcare use with health and human capital development for adolescent mothers and their children in South Africa: A cross‐sectional study

“…This study also finds positive associations of access to childcare across all measured parenting outcomes: positive parenting, parental limit‐setting and positive discipline. Improved early parenting is associated with better outcomes for children, with higher school readiness, executive function, lifetime earnings (Shafiq et al, 2018 ) and lower behaviour problems (Black et al, 2017 ; Richter et al, 2017 ). In particular, parental warmth and positive discipline/limit setting are identified with reduced rates of family violence against children, and protective parent–child relationships (Knerr et al, 2013 ).…”

Gambaran Kompetensi Pedagogik Guru PAUD dalam Memahami Teori dan Praktik Pendidikan untuk Anak Usia Dini

“…Mohamed et al, 2020). Guru yang berkualitas dan kompeten dapat memberikan keterampilan dasar yang dibutuhkan siswa untuk mencapai perkembangan yang optimal demi keberhasilan mereka di masa depan (Garcia et al, 2021;Mukti & Hendrawan, 2018;Shafiq et al, 2018). Guru PAUD yang kompeten akan berusaha optimal melakukan stimulasi pada aspek pertumbuhan dan perkembangan anak.…”

“…Aspek yang perlu dikembangkan yaitu kemampuan fisik-motorik, kognitif, bahasa, sosial-emosional dan moral anak (Hening Prastiwi, 2019;Kamelia, 2019). Intervensi dini dari guru PAUD diharapkan dapat mengoptimalkan tumbuh kembang siswa agar mereka siap untuk belajar pada tahap yang lebih tinggi (Islamiyati, 2018;Lase & Zega, 2021;Shafiq et al, 2018;Shinta et al, 2021).…”