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Do Psychosocial Stimulation, Parental Distress and Early Childhood Education Enrollment Show Different Associations with Early Childhood Development Outcomes for Boys and Girls? Findings from a Phone Survey in Pakistan

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dc.contributor.authorFranchett, Emily
dc.contributor.authorHasan, Amer
dc.contributor.authorHentschel, Elizabeth
dc.contributor.authorTahir-Chowdhry, Mahreen
dc.contributor.authorTomlinson, Heather
dc.contributor.authorYousafzai, Aisha
dc.contributor.authorZamand, Mina
dc.date.accessioned2024-07-25T15:03:45Z
dc.date.available2024-07-25T15:03:45Z
dc.date.issued2024-07-25
dc.description.abstractThis study examined whether psychosocial stimulation, parental distress, and enrollment in pre- primary education had different associations with early child development outcomes for boys and girls in Pakistan. Using data from a nationally representative phone survey in Pakistan, it assessed these relationships for two cohorts of children—those aged 0–35 months and those aged 36–72 months. The study found that among very young children (0–35 months), lower parental distress and higher psychosocial stimulation were strongly associated with better child development for both boys and girls. Girls were more sensitive to higher levels of parental distress and lower levels of psychosocial stimulation than boys. On average, girls in the sample fared worse compared to boys in their developmental outcomes in the context of low levels of stimulation and high levels of parental distress. Among the older age cohort (36–72 months), lower psychosocial stimulation and higher parental distress were each similarly associated with lower child development outcomes, regardless of child gender. Access to early childhood education was associated with better child development outcomes for both genders. The results confirm existing evidence that early learning opportunities in the first six years of life are important supports for promoting early child development for all children and suggest that girls aged 0–35 months in this sample may be uniquely sensitive to psychosocial stimulation and parental distress.en
dc.identifierhttp://documents.worldbank.org/curated/en/099530307242482046/IDU18e1635eb1875a1434b19485112bb1c7386c2
dc.identifier.doi10.1596/1813-9450-10861
dc.identifier.urihttps://hdl.handle.net/10986/41952
dc.languageEnglish
dc.language.isoen_US
dc.publisherWashington, DC: World Bank
dc.relation.ispartofseriesPolicy Research Working Paper; 10861
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.subjectGENDER
dc.subjectPSYCHOSOCIAL STIMULATION
dc.subjectPARENTAL DISTRESS
dc.subjectEARLY CHILDHOOD EDUCATION
dc.subjectPAKISTAN
dc.subjectQUALITY EDUCATION
dc.subjectSDG 4
dc.subjectGENDER EQUALITY
dc.subjectSDG 5
dc.titleDo Psychosocial Stimulation, Parental Distress and Early Childhood Education Enrollment Show Different Associations with Early Childhood Development Outcomes for Boys and Girls? Findings from a Phone Survey in Pakistanen
dc.typeWorking Paper
dspace.entity.typePublication
okr.associatedcontenthttps://reproducibility.worldbank.org/index.php/catalog/167 Link to data and reproducibility package
okr.crossref.titleDo Psychosocial Stimulation, Parental Distress and Early Childhood Education Enrollment Show Different Associations with Early Childhood Development Outcomes for Boys and Girls? Findings from a Phone Survey in Pakistan
okr.date.disclosure2024-07-25
okr.date.lastmodified2024-07-24T00:00:00Zen
okr.doctypePolicy Research Working Paper
okr.doctypePublications & Research
okr.docurlhttp://documents.worldbank.org/curated/en/099530307242482046/IDU18e1635eb1875a1434b19485112bb1c7386c2
okr.guid099530307242482046
okr.identifier.docmidIDU-8e1635eb-875a-434b-9485-12bb1c7386c2
okr.identifier.doi10.1596/1813-9450-10861
okr.identifier.doihttps://doi.org/10.1596/1813-9450-10861
okr.identifier.externaldocumentum34368410
okr.identifier.internaldocumentum34368410
okr.identifier.reportWPS10861
okr.import.id4917
okr.importedtrueen
okr.language.supporteden
okr.pdfurlhttp://documents.worldbank.org/curated/en/099530307242482046/pdf/IDU18e1635eb1875a1434b19485112bb1c7386c2.pdfen
okr.region.administrativeSouth Asia
okr.region.countryPakistan
okr.sectorHealth-HG,Other Education,Social Protection
okr.themeLabor Market Institutions,Gender,Human Development and Gender,Data Development and Capacity Building,Disease Control,Civil Registration and Identification,Pandemic Response,Health Service Delivery,Labor Market Policy and Programs,Public Sector Management,Data production, accessibility and use,Administrative and Civil Service Reform,Health Systems and Policies,Public Administration
okr.topicEducation::Early Childhood Development
okr.topicEducation::Primary Education
okr.topicGender::Gender and Education
okr.unitHD - SAR Director (HSADR)
okr.unitEducation Global (HEDGE)
relation.isAuthorOfPublicationef08efb0-dbe1-5bbb-862c-06d9464d6e22
relation.isAuthorOfPublication.latestForDiscoveryef08efb0-dbe1-5bbb-862c-06d9464d6e22
relation.isSeriesOfPublication26e071dc-b0bf-409c-b982-df2970295c87
relation.isSeriesOfPublication.latestForDiscovery26e071dc-b0bf-409c-b982-df2970295c87
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