Predictors of Early Childhood Developmental Outcomes: The Importance of Quality Early Childhood Development and Education (ECDE) Services

Abstract

Few studies have established the influence of different aspects of early childhood development and education (ECDE) quality on children’s outcomes in low-resourced settings in sub-Saharan Africa. We examined the impact of different aspects of ECDE quality on school readiness in a low-income context. The current study is a cross-sectional sub-study of the Tayari preschool pilot program evaluation. Baseline data were collected from public ECDE centers. Multiple linear regression analysis was used to establish predictors of school readiness, that is, 4-6-year-old children being mentally, physically, socially and emotionally ready to start and succeed in primary school. Teaching experience, availability of textbooks and school facilities were significant predictors; learners’ school readiness scores decreased with each additional year of teachers’ experience, and were higher where school facilities were better, and in schools where textbooks were available. On the other hand, school enrolment, classroom resources, head teacher support, educational attainment and teacher training did not predict school readiness. Promoting quality preschool programs has important implications for policy as it can lead to improved school readiness and later success for children in disadvantaged settings.