OneStepataTime:TheEffectsofanEarlyLiteracyTextMessagingProgramforParentsofPreschoolers

York, Benjamin N.; Loeb, Susanna

doi:10.1257/rct.536

Cited by 40 publications

(73 citation statements)

References 25 publications

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“…Interventions that have endeavored to maintain the interest of parents by mitigating behavioral barriers that prevent greater commitment to their children have achieved better results than if they had viewed the parents merely as vehicles of information. York and Loeb (2018) evaluated a reading program, nding that children whose parents believed in the bene ts of the program obtained better results than those whose parents did not (30). Similarly, Mayer et al (2018) showed that the provision of immediate rewards to parents contributed to achieving continuity in intervention activities (31).…”

Section: Brief Literature Reviewmentioning

confidence: 99%

WITHDRAWN: Participation in Non-Governmental Social Programs Aimed at Improving Early Childhood Development A Behavioral Economics Analysis

Serván‐Mori

Pineda-Antúnez

Bravo-Ruiz

et al. 2020

Preprint

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Background: It is generally assumed that participation in social programs is the result of an implicit decision based on several driving factors. Determinants of the decision-making process also affect the effectiveness of programs. Based on a behavioral economics (BE) approach, we analyzed the decision to participate in an early childhood development (ECD) program implemented in Mexico by a non-governmental organization (NGO).Methods: We conducted a literature review and a qualitative study of four localities participating in the ECD program. Situated in the state of Oaxaca, these communities were characterized by high and very high levels of social marginalization. From May 20 to 30, 2019, we collected primary data through semi-structured interviews (n=30) and focus groups (n=7) with a total of 61 informants (51 women and 10 men). We then performed an inductive systematic analysis of the data to identify documented cognitive bias associated with the decisions of individuals to participate and remain in or abandon social programs.Results: The interviewees were living in conditions of poverty, facing difficulties in meeting even their most basic needs including food. Program participants attached far greater weight to incentives such as the basic food basket than to the other benefits offered by the program. The four localities visited maintained traditional views of domestic roles and practices, particularly regarding child-rearing, where women were in charge of childcare, home care and food preparation. Problems linked to child malnutrition were a decisive factor in the decision of residents to participate and remain in the program. Testimonials gathered during the study demonstrated that the longer the mothers remained in the program, the more they understood and adopted the concepts promoted by the interventions.Conclusions: In contexts marked by economic vulnerability, it is essential that ECD programs create the necessary conditions for maximizing the benefits they offer. Our analysis suggests that cognitive load and present bias were the biases that most severely affected the decision-making capacity of beneficiaries. Therefore, considering loss aversion and improving the management of incentives can help policy makers design actions that “nudge” people into making the kinds of decisions that contribute to their well-being.

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Section: Brief Literature Reviewmentioning

confidence: 99%

WITHDRAWN: Participation in Non-Governmental Social Programs Aimed at Improving Early Childhood Development A Behavioral Economics Analysis

Serván‐Mori

Pineda-Antúnez

Bravo-Ruiz

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Allington et al (2010), for example, showed that first-and second-grade children who were randomly selected to receive a dozen free books of their choice per year for 3 years outperformed children in the control group on a high-stakes literacy assessment and that the impact was even more pronounced among low-income children. Furthermore, recent experimental evidence suggests that changes in home literacy practices are associated with improvements in children's early literacy outcomes (York & Loeb, 2014).…”

Section: Early Childhood Experiences and Children's Developmentmentioning

confidence: 99%

Socioeconomic Gaps in Early Childhood Experiences

et al. 2016

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This study compares the early life experiences of kindergarteners in 1998 and 2010 using two nationally representative data sets. We find that (a) young children in the later period are exposed to more books and reading in the home, (b) they have more access to educational games on computers, and (c) they engage with their parents more, inside and outside the home. Although these increases occurred among low-and high-income children, in many cases the biggest changes were seen among the lowest-income children. Our results indicate narrowing but still large early childhood parental investment gaps. In addition, socioeconomic gaps in preschool participation grew over this period, despite substantial investments in public preschool. Implications for early socioeconomic achievement gaps are discussed.

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“…To illustrate, if schools provide a newsletter that is similarly organized across grades, they can help build the habit of parental support by providing information on what children are learning and suggestions for conversations or home activities to reinforce and extend classroom learning. Text messages have also shown promise as a strategy for stimulating parent involvement (York & Loeb, 2014), and could be used similarly across the grades.…”

Section: Continuity In Parent Involvementmentioning

confidence: 99%

PK‐3: What Does It Mean For INstruction?

Stipek

Franke

Clements

et al. 2017

Social Policy Report

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PK-3" has become a rallying cry among many developmental scientists and educators.A central component of this movement is alignment between preschool and the early elementary grades. Many districts have made policy changes designed to promote continuity in children's educational experiences as they progress from preschool through third gradeto provide children with a seamless education that will sustain the gains made in preschool and lead to better developmental and learning outcomes overall. This report proposes a conceptualization of productive continuity in academic instruction, as well as in the social climate and classroom management practices that might affect children's social-emotional development. It also considers ways in which schools might seek to achieve continuity in parents' and children's experiences. Finally, the report proposes specifi c state and district policies and school practices that are likely to promote continuous and meaningful learning experiences.

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OneStepataTime:TheEffectsofanEarlyLiteracyTextMessagingProgramforParentsofPreschoolers

Abstract: NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

Cited by 40 publications

References 25 publications

WITHDRAWN: Participation in Non-Governmental Social Programs Aimed at Improving Early Childhood Development A Behavioral Economics Analysis

WITHDRAWN: Participation in Non-Governmental Social Programs Aimed at Improving Early Childhood Development A Behavioral Economics Analysis

Socioeconomic Gaps in Early Childhood Experiences

PK‐3: What Does It Mean For INstruction?

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