Overview: From Evidence to Effective Policies: How to Invest in Early Childhood Education to Nurture Children’s Potential

Bendini, Magdalena; Devercelli, Amanda Epstein; Ding, Elaine; Kelly, Melissa; Pushparatnam, Adelle

doi:10.1596/978-1-4648-1795-3_ov

Cited by 6 publications

(6 citation statements)

References 105 publications

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“…However, there currently appears to be a window of opportunity for the establishment and expansion of preschool programs. A range of international agencies have recently advocated for, and provided funding towards, universal preschool programs in low-and middle-income countries [e.g., (76)(77)(78)]. Several of these countries are now implementing (or plan to implement) two-or three-year formal preschool programs, which have the potential to match the high doses of preschool associated with positive outcomes in the current study (77).…”

Section: Policy Implicationsmentioning

confidence: 99%

High doses of a national preschool program are associated with the long-term mitigation of adverse outcomes in cognitive development and life satisfaction among children who experience early stunting: a multi-site longitudinal study in Vietnam

Robinson,

Dinh

2023

Front. Public Health

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BackgroundStunting (low height-for-age) is a marker of cumulative developmental disadvantage that can also contribute to impaired cognitive development and poor psychological wellbeing. Several interventions designed to preserve stunted children’s developmental potential through increasing their cognitive stimulation have proven to be effective. However, their resource-intensive nature limits their sustainability and scalability in the low-and middle-income countries in which 98% of stunted children live. The current study had three aims: to identify the domains of developmental disadvantage associated with stunting at 5 years of age in the Vietnamese context; to examine the relationship between Vietnamese children’s stunting status at 5 years of age, the dose of the national preschool program they received, and their cognitive skills and psychological well-being at 4 ages; and to determine whether some doses of the national preschool program were associated with the mitigation of adverse cognitive and wellbeing outcomes among stunted children.MethodThe Young Lives Study in Vietnam (n = 2,000; 31 sites) provided archival data that allowed calculation of the approximate dose (in hours) of the preschool program received by children, and longitudinal data on children’s growth (1, 5, 8, 12, and 15 years), receptive vocabulary (5, 8, 12 and 15 years), reading skills, mathematics skills and life satisfaction (each at 8, 12, and 15 years).ResultsStunting at 5 years of age was associated with diverse aspects of financial and social disadvantage, greater exposure to health risks, lower preventive health care, and constraints on maternal care. Scores for all cognitive variables at all ages were positively associated with preschool dose and negatively associated with stunted growth at 5 years of age. That is, effects associated with stunting and preschool dose at 5 years of age continued to be found during the subsequent 10 years. High doses of preschool education (3,000 h or more) were associated with the mitigation of adverse outcomes for most cognitive variables at most ages.ConclusionThe current findings raise the possibility that generic preschool programs delivered at high dose may provide a scalable and sustainable intervention to support the life opportunities of children who experience early stunting.

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Section: Policy Implicationsmentioning

confidence: 99%

High doses of a national preschool program are associated with the long-term mitigation of adverse outcomes in cognitive development and life satisfaction among children who experience early stunting: a multi-site longitudinal study in Vietnam

Robinson,

Dinh

2023

Front. Public Health

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“…La evidencia muestra que un mayor acceso a la EPA de calidad se asocia al desarrollo sano e integral de los niños, al aumento de la tasa laboral femenina, sobre todo de familias que viven en contextos de mayor pobreza y en el largo plazo, a un alto retorno de la inversión social (Devercelli y Beaton-Day, 2020;OECD, 2001;UNESCO, 2022). Así, el acceso universal a EPA de calidad se ha establecido como uno de los mecanismos más efectivos y eficientes para reducir las inequidades y lograr justicia social (Bendini y Devercelli, 2022).…”

Section: Relevancia Nacional E Internacional De La Epaunclassified

Temas y Justicias en la Educación Parvularia Chilena Postdictadura: Discursos Presidenciales 1990-2023

Barco,

Adlerstein

2023

RIEJS

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Desde el retorno a la democracia en Chile, los distintos gobiernos han promovido una política educativa para la justicia social. Sin embargo, son pocos los análisis postdictadura que indagan sobre la justicia desde la educación para la primera infancia o parvularia. Desde una metodología cualitativa, enfoque Reconceptualista y teoría de justicia social de Fraser, analizamos los temas y tipos de justicias de la Educación Parvularia que se han movilizado con los discursos presidenciales postdictadura (periodo 1990 al 2023). Los resultados muestran un ensamblaje complejo de temas y justicias. En estos 34 años la Educación Parvularia se ha movilizado desde tres temas: provisión, relevancia y calidad. Al mismo tiempo, en estos temas se encuentra de manera predominante la justicia redistributiva en coexistencia con la justicia de reconocimiento, mientras que emerge frágilmente la justicia de representación. Esta investigación invita a repensar los temas de la Educación Parvularia que deben movilizarse desde los discursos presidenciales, para robustecer una justicia social que armonice las esferas de lo redistributivo, el reconocimiento y la representación participativa. Se trata de una investigación novedosa por visibilizar la construcción de justicia social desde la primera infancia, diferenciándose y aportando las lógicas propias de este primer nivel educativo

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“…To facilitate progress toward this goal, many international development agencies strongly advocate for the introduction of universal preschool education in low- and middle-income countries and have provided funding or other resources to support this. These agencies include Save the Children ( Save the Children International, 2017 ), the United Nations Children’s Fund ( Borisova et al, 2020 ), the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2006) , and the World Bank ( Bendini and Devercelli, 2022 ). The goal of such advocacy is to overcome chronic poor academic achievement in these countries, especially among children in rural areas ( World Bank, UNESCO, and UNICEF, 2021 ; United Nations Children’s Fund, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Persistence and fading of the cognitive and socio-emotional benefits of preschool education in a low-resource setting: Group differences and dose-dependent associations in longitudinal data from Vietnam

Dinh

Robinson²

2023

Front. Psychol.

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IntroductionFour analytic approaches examined the effectiveness of preschool education in Vietnam, which provides a context in which national curricula and teaching standards for preschools and schools, high levels of preschool attendance, and fee subsidies for disadvantaged children, limit the heterogeneity in children’s experiences that often obscure the outcomes associated with preschool attendance.MethodsThe Young Lives Study provided longitudinal data on children’s receptive vocabulary, mathematics, and life satisfaction at 5, 8, 12, and 15 years of age, and on their self-concept and relationships at 12 and 15 years.ResultsThe first analysis found that children who attended preschool (n = 1,562 at 5 years of age) had larger vocabularies at 5, 8, 12, and 15 years, greater mathematics knowledge at 5, 8, and 12 years, and higher life satisfaction at 5 and 12 years of age than the small number of children who did not attend preschool (n = 164 at 5 years of age). The second, found that the dose of preschool education (hours per week × 4 × months) received by children who attended preschool was positively associated with their receptive vocabulary and mathematics scores at 5, 8, 12, and 15 years of age, and with their life satisfaction at 5 and 15 years of age. Although the magnitude of the effect for vocabulary declined over time, it remained stable for mathematics. The third analysis found that a high dose of preschool education allowed disadvantaged rural children to achieve comparable or better scores than their urban peers for receptive vocabulary at 8, 12, and 15 years, mathematics at 12 years, and life satisfaction at all ages. The final analysis found that even a low dose of preschool education improved rural children’s receptive vocabulary at 5, 8, and 15 years, and their numeracy/mathematics scores at 5, 8, and 12 years.DiscussionTogether, the results suggest that preschool attendance had a small but meaningful positive association with Vietnamese children’s cognitive skills and life satisfaction that persisted for at least 10 years. These findings provide insights into the scale, scope, and longevity of effects that can be achieved from scaled-up preschool programs under resource-constrained conditions.

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Overview: From Evidence to Effective Policies: How to Invest in Early Childhood Education to Nurture Children’s Potential

Cited by 6 publications

References 105 publications

High doses of a national preschool program are associated with the long-term mitigation of adverse outcomes in cognitive development and life satisfaction among children who experience early stunting: a multi-site longitudinal study in Vietnam

High doses of a national preschool program are associated with the long-term mitigation of adverse outcomes in cognitive development and life satisfaction among children who experience early stunting: a multi-site longitudinal study in Vietnam

Temas y Justicias en la Educación Parvularia Chilena Postdictadura: Discursos Presidenciales 1990-2023

Persistence and fading of the cognitive and socio-emotional benefits of preschool education in a low-resource setting: Group differences and dose-dependent associations in longitudinal data from Vietnam

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