Preschool and Child Development under Extreme Poverty: Evidence from a Randomized Experiment in Rural Mozambique

Martínez, Sebastián; Naudeau, Sophie; Pereira, Vitor Azevedo

doi:10.1596/1813-9450-8290

Cited by 26 publications

(21 citation statements)

References 24 publications

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“…Our main independent variable is family SES. Following standard practice in educational research (Martinez, Naudeau, and Pereira 2017), we define SES as a composite indicator of a family’s social, economic, and cultural resources. Each of these may have distinct and independent effects on children’s educational outcomes, although they tend to be strongly correlated.…”

Section: Methodsmentioning

confidence: 99%

Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

Gruijters

Behrman

2020

Sociol Educ

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Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified. We then develop and test a conceptual framework that highlights three mechanisms through which family socioeconomic status might contribute to learning: (1) educational resources at home, (2) health and well-being, and (3) differences in school quality. We find that most of the effect of family background on learning outcomes operates through school quality, which results from a combination of the unequal distribution of resources (such as teachers and textbooks) across schools and high socioeconomic segregation between schools. On the basis of these results, we suggest that most countries in the region could improve equity as well as overall performance by “raising the floor” in school quality.

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Section: Methodsmentioning

confidence: 99%

Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

Gruijters

Behrman

2020

Sociol Educ

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“…Children without experience of family life are a special group; we should expect that the factor of maternal deprivation have a negative impact on the development of such children in general, which will be manifested later in life. The studied characteristics of interpersonal relationships and emotional development of orphaned children show that they have expressed violations of relationships with adults (Martinez, Naudeau, & Pereira, 2017). Moreover, some studies (Klimenko, 2018;Juffer & van Ijzendoorn, 2005;Torres, Domitrovich, & Bierman, 2015) show that orphans without family experience have specific characteristics in their development that distinguishes them from children living in families.…”

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confidence: 99%

“…The peculiarities of the development of an orphaned child's personality have been shown in numerous studies (Stams, Juffer, & van Ijzendoorn, 2002;Martinez, Naudeau, & Pereira, 2017;Trentacosta & Fine, 2010), which reflect the essence of maternal deprivation, the specific mental development of children being raised outside their families.…”

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confidence: 99%

Interpersonal relations of older preschool-age children who are in the institutional care

Kovalenko

2019

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<p>The article presents the research on the characteristics of the interpersonal relationships of older preschool-age children who are under institutional care. It reveals the dependence of the emotional components of such children’s attitudes to significant people and themselves on their status in the group. Children being brought up out of family have problems with their relationships with adults and peers; they have some deviations in the most important psychological formations, which in the future may negatively affect their psychological well-being.</p>

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“…In addition, developmental health was relatively stable over time for most children: children starting the program with higher EDI scores tended to have higher scores than their peers at the end of the program [ 67 ]. Another recent study in Mozambique evaluated the impacts of a community-based preschool program and saw increases in all EDI domains correlated with attendance [ 71 ]. Similarly to the Ireland study, children with higher initial levels showed greater academic progress in the program.…”

Section: Resultsmentioning

confidence: 99%

Population-Level Data on Child Development at School Entry Reflecting Social Determinants of Health: A Narrative Review of Studies Using the Early Development Instrument

Janus

Reid-Westoby

Raiter

et al. 2021

IJERPH

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Background: The Early Development Instrument (EDI) was developed as a population-level assessment of children’s developmental health at school entry. EDI data collection has created unprecedented opportunities for population-level studies on children’s developmental outcomes. The goal of this narrative review was to synthesize research using the EDI to describe how it contributes to expanding the understanding of the impacts of social determinants on child development and how it applies to special populations. Methods: Select studies published in peer-reviewed scientific journals between 2015 and 2020 and incorporating the social determinants of health perspectives were chosen to highlight the capability of the EDI to monitor children’s developmental health and contribute knowledge in the area of early childhood development. Results: A number of studies have examined the association between several social determinants of health and children’s developmental outcomes, including hard-to-reach and low-frequency populations of children. The EDI has also been used to evaluate programs and interventions in different countries. Conclusions: The ability of the EDI to monitor children’s developmental outcomes in various populations has been consistently demonstrated. The EDI, by virtue of its comprehensive breadth and census-like collection, widens the scope of research relating to early childhood development and its social determinants of health.

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Preschool and Child Development under Extreme Poverty: Evidence from a Randomized Experiment in Rural Mozambique

Cited by 26 publications

References 24 publications

Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

Interpersonal relations of older preschool-age children who are in the institutional care

Population-Level Data on Child Development at School Entry Reflecting Social Determinants of Health: A Narrative Review of Studies Using the Early Development Instrument

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