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Early Learning in South Punjab, Pakistan: Investigating Child Development and Classroom Quality

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dc.contributor.authorSeiden, Jonathan
dc.contributor.authorHasan, Amer
dc.contributor.authorLuna-Bazaldua, Diego
dc.date.accessioned2024-05-07T13:32:42Z
dc.date.available2024-05-07T13:32:42Z
dc.date.issued2024-05-07
dc.description.abstractIn Pakistan, learning poverty among primary school aged children is estimated to be as high as 77 percent, but little data exist on early learning experiences. This paper describes the state of classroom quality in 1,395 classrooms and the early childhood development status of 8,249 children in a representative sample of 894 public schools in South Punjab, using two measurement tools: The Teach ECE classroom observation tool, which describes the structural and process quality features of classrooms, and the Anchor Items for the Measurement of Early Childhood Development Direct Assessment which reports on early learning and developmental outcomes of children aged 4 to 6 years. The paper finds key gaps in the foundational skills of young children and areas for improvement in both the physical classroom and teaching practices. In examining the relationships between teaching practices and early childhood development outcomes, the analysis finds a strong positive relationship across the areas of process quality and domains of childhood development. Children studying in a high-quality classroom have outcomes that are equivalent to having been in school nine months longer than children of similar ages in an average quality classroom, suggesting that a sharper focus on teaching quality may improve early childhood development outcomes and school readiness. The findings also show that after accounting for teaching quality, degrees and certification are not associated with early childhood development outcomes, but that classes taught by female teachers have better early childhood development outcomes.en
dc.identifierhttp://documents.worldbank.org/curated/en/099147405072416150/IDU1d0e678b71d5d11418d1839911b0d32bb5d25
dc.identifier.doi10.1596/1813-9450-10764
dc.identifier.urihttps://hdl.handle.net/10986/41512
dc.languageEnglish
dc.language.isoen_US
dc.publisherWashington, DC: World Bank
dc.relation.ispartofseriesPolicy Research Working Paper; 10764
dc.rightsCC BY 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttps://creativecommons.org/licenses/by/3.0/igo/
dc.subjectEARLY CHILDHOOD DEVELOPMENT
dc.subjectCLASSROOM QUALITY
dc.subjectPAKISTAN
dc.subjectPRE-PRIMARY
dc.subjectPRIMARY
dc.subjectQUALITY EDUCATION
dc.subjectSDG 4
dc.titleEarly Learning in South Punjab, Pakistanen
dc.title.subtitleInvestigating Child Development and Classroom Qualityen
dc.typeWorking Paper
dspace.entity.typePublication
okr.associatedcontenthttps://reproducibility.worldbank.org/index.php/catalog/134 Link to data and reproducibility package
okr.crossref.titleEarly Learning in South Punjab, Pakistan: Investigating Child Development and Classroom Quality
okr.date.disclosure2024-05-07
okr.date.lastmodified2024-05-07T00:00:00Zen
okr.doctypePolicy Research Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/099147405072416150/IDU1d0e678b71d5d11418d1839911b0d32bb5d25
okr.guid099147405072416150
okr.identifier.docmidIDU-d0e678b7-d5d1-418d-8399-1b0d32bb5d25
okr.identifier.doi10.1596/1813-9450-10764
okr.identifier.doihttps://doi.org/10.1596/1813-9450-10764
okr.identifier.externaldocumentum34314650
okr.identifier.internaldocumentum34314650
okr.identifier.reportWPS10764
okr.import.id4087
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/099147405072416150/pdf/IDU1d0e678b71d5d11418d1839911b0d32bb5d25.pdfen
okr.region.administrativeSouth Asia
okr.region.countryPakistan
okr.sectorHealth-HG,Public Administration - Social Protection,Early Childhood Education,Social Protection
okr.themeSocial Safety Nets,Mitigation,Gender,Human Development and Gender,Nutrition,Education Facilities,Skills Development,Social Protection,Social Development and Protection,Reproductive and Maternal Health,Environment and Natural Resource Management,Standards, Curriculum and Textbooks,Health Service Delivery,Labor Market Policy and Programs,Active Labor Market Programs,Child Health,Climate change,Adaptation,Teachers,Nutrition and Food Security,Education,Health Systems and Policies,Social protection delivery systems
okr.topicEducation::Early Childhood Development
okr.topicEducation::Educational Policy and Planning
okr.topicEducation::Access & Equity in Basic Education
okr.topicEducation::Effective Schools and Teachers
okr.topicEducation::Primary Education
okr.unitSocial Protection & Labor SAR (HSASP)
okr.volume1
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