The role of preschool in reducing inequality

Waldfogel, Jane; ,

doi:10.15185/izawol.219

Cited by 9 publications

(6 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The key message from previous reviews that have included studies of universal preschool is that the evidence is mixed for the general population of children (e.g., Baker, 2011; Ruhm and Waldfogel, 2012; Christoffersen et al ., 2014; Cascio, 2015; Elango et al ., 2015; Melhuish et al ., 2015; Waldfogel, 2015; Phillips et al ., 2017; Almond et al ., 2018; van Huizen and Plantenga, 2018). However, few reviews included more than a handful of studies with adulthood outcomes, and most of them did not provide analyses of separate outcome categories.…”

Section: Introductionmentioning

confidence: 99%

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

Dietrichson

Kristiansen

Viinholt

2020

Journal of Economic Surveys

View full text Add to dashboard Cite

What are the long-term effects of universal preschool programs on child outcomes? We review 26 studies using natural experiments to estimate the effects of universal preschool programs for children aged 0-6 years on child outcomes measured from third grade to adulthood. Studies comparing universal preschool with a mix of parental, family, and private modes of care show mixed effects on test scores and on measures related to health, well-being, and behavior. All estimates for outcomes related to adequate primary and secondary school progression, years of schooling, highest degree completed, employment, and earnings indicate beneficial average effects of universal preschool programs. Three of the included studies calculate benefits-to-costs ratios and find ratios clearly above one. Universal preschool tends to be more beneficial for children with low socioeconomic status and there are not consistently different effects for boys or girls. Only three studies compare two alternative types of universal preschool programs in terms of long-term outcomes.

show abstract

Section: Introductionmentioning

confidence: 99%

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

Dietrichson

Kristiansen

Viinholt

2020

Journal of Economic Surveys

View full text Add to dashboard Cite

show abstract

“…Elverişsiz hanelerde yaşayan çocukların okul öncesi eğitime erişiminin sosyoekonomik nedenlerden dolayı sınırlı olması eşitsizlik kaynağının olduğunun göstergesidir. Bu sebeple okul öncesi eğitime erişimin artırılması için uygulanan politikalar eşitsizliğin önlenmesinde önemli görülmektedir (Özer, Gençoğlu ve Suna, 2021;Waldfogel, 2015;Magnuson vd., 2004).…”

Section: Okul öNcesi Eğitimde Fırsat Eşitsizliğini Azaltmaya Yönelik ...unclassified

Policies implemented in Turkey to reduce inequality of opportunity in preschool education

TÜREDİ¹

2022

Yıldız J Educ Res

View full text Add to dashboard Cite

ÖZ3-6 yaş aralığı okul öncesi eğitim dönemini kapsayan ve özellikle çocukların sosyal, kişilik ve zekâ gelişimlerinde kritik bir evredir. Bu dönemde dezavantajlı çocukların nitelikli eğitime erişilebilir olması gelişimleri açısından çok önemlidir. OECD ortalamasına göre Türkiye, okul öncesi eğitimde erişimin düşük olduğu ülkeler arasında yer almaktadır. Bu da okul öncesi eğitimde fırsat eşitsizliğinin olduğu göstermektedir. Bu çalışmada, Türkiye' de okul öncesi eğitimde fırsat eşitsizliğini azaltmaya yönelik Millî Eğitim Bakanlığı (MEB) bünyesinde yürütülen projeler ele alınmakta ve son yıllarda uygulanan destekler hakkında bilgiler sunmaktadır. Çalışmada ikincil veri kaynakları (YÖK'ün tezlerle ilgili veri tabanları, raporlar, makaleler, elektronik ortamda kayıtlı olan veriler, bildiriler vb.) taranarak betimsel analiz yapılmıştır. Bu bağlamda eğitimde eşitsizliği azaltmak için uluslararası kalite standartlarına uyumlu eğitim programına ve ebeveynlerinde dahil olacağı kapsamlı projelere ihtiyaç duyulmaktadır.

show abstract

“…Children, who received early education and care, had a more significant human capital accumulation, resulting in higher employment and earnings (Becker, 1964;Heckman, 2000;UNICEF, 2016UNICEF, , 2017. Furthermore, early intervention is considered more decisive for children from disadvantaged backgrounds and the developing world, as children in these countries face several inequalities starting from early childhood (Dumas & Lefranc, 2012;Linda et al, 2017;Patrice et al, 2011;Waldfogel, 2015). However, there is limited evidence on whether formal preprimary schooling is an effective model in developing countries.…”

Section: Introductionmentioning

confidence: 99%

Does the early childhood education and care in India contribute to children's skill development?

Ghosh

2023

Children & Society

View full text Add to dashboard Cite

Early childhood education and care (ECEC) is a crucial intervention because of its long‐term impact on child development. However, information concerning the effectiveness of the ECEC in developing countries like India is sparsely available. This empirical study drew upon primary data collected from India's eastern state, West Bengal and investigated whether attending preschool contributed to children's cognitive and social skill development. The study found that attending preschool did not provide dividends in the form of cognitive and social skill accumulation. Furthermore, attending private preschool was associated with socioemotional development but no cognitive development. Moreover, parents' education seems to be a strong predictor for child's development. Given the findings of this paper, preschools in India, both in the public and private sectors, would need considerable quality improvement to deliver developmentally appropriate ECEC to children. It is particularly relevant in the context of the new National Education Policy in India, which emphasises the need to provide universal access to high‐quality ECCE to all young children across the country.

show abstract

The role of preschool in reducing inequality

Cited by 9 publications

References 8 publications

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

Universal Preschool Programs and Long‐term Child Outcomes: A Systematic Review

Policies implemented in Turkey to reduce inequality of opportunity in preschool education

Does the early childhood education and care in India contribute to children's skill development?

Contact Info

Product

Resources

About