Low-fee private preschools as the symbol of imagined ‘modernity’? – Parental perspectives on early childhood care and education (ECCE) in an urban informal settlement in Zambia

Okitsu, Taeko; Edwards, D. Brent; Mwanza, Peggy; Miller, Scott J.

doi:10.1016/j.ijedudev.2022.102723

Cited by 2 publications

(1 citation statement)

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“…It has been observed in rural China that basic arithmetic and literacy are often taught in kindergarten [ 24 ], and some kindergartens even use the grade one syllabus directly [ 12 , 52 ]. Such highly academic kindergartens have also been found in some developing countries like Kenya and Zambia [ 10 , 53 ]. In Kenya, kindergarten children sit at desks and listen to their teachers in a classroom-like setting.…”

Section: Discussionmentioning

confidence: 99%

Preschool or/and kindergarten? The long-term benefits of different types of early childhood education on pupils’ skills

Tang,

Luo,

Shi

et al. 2023

PLoS ONE

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Background Developing countries have witnessed great progress in early childhood education (ECE) enrollment rate over the past three decades. Preschool and kindergarten are the two most common types of ECE in developing countries. Questions remain as to which of the two types of ECE is more effective in promoting child development in developing countries, including both cognitive and non-cognitive skills. The objective of this paper is to examine the long-term benefits of attending preschool or/and kindergarten on pupils’ cognitive and non-cognitive skills in rural China. Methodology We pooled data from two large-scale surveys conducted by the authors themselves at 136 rural primary schools in 20 counties from three provinces in northwestern China in 2009. The final study sample consisted of 9,839 pupils who both reported their ECE experience and completed cognitive and non-cognitive tests. We measured pupils’ cognitive skills by standardized math test scores and grade retention, and their non-cognitive skills by both self-reported self-efficacy, mental health, and teacher-reported behaviors. Inverse Probability Weighting (IPW) was used to balance the pre-treatment variables between the treatment (Any ECE, Preschool Only, Kindergarten Only, or Preschool+Kindergarten) and comparison (No ECE) groups. Results Results from IPW show that compared with their peers without any ECE experience, pupils with any ECE experience perform better in cognitive skills (0.118 standard deviations (s.d.) increase in the TIMSS, 7.1 percentage point (pp) decrease in the probability of grade retention) but not in non-cognitive skills. By ECE types, attending kindergarten only is associated with a 0.150 s.d. increase in the TIMSS, a 7.0 pp decrease in the probability of grade retention, and a 0.059 s.d. decrease in the index of behavioral problems of pupils. Moreover, attending both preschool and kindergarten predicts a lower probability of grade retention, but attending preschool only has few benefits. Heterogenous analyses suggest that the long-term benefits of ECE are more prominent among the Han pupils from households with higher socio-economic status. Conclusions Our findings imply that increasing access to ECE can be an effective instrument to improve pupils’ skills in less-developed rural areas of China, especially their cognitive skills. Among different types of ECE, attending kindergarten contributes more to pupils’ skill development in rural China than other types. We call for strengthened efforts to ensure equal access to quality ECE for preschool-aged children in rural China.

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