Publication: The Role of Preschool Quality in Promoting Child Development: Evidence from Rural Indonesia
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Published
2017-06-11
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1350-293X
Date
2017-08-08
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This article examines the relationship between preschool quality and children’s early development in a sample of over 7900 children enrolled in 578 preschools in rural Indonesia. Quality was measured by: (1) classroom observations using the Early Childhood Environment Rating Scale-Revised (ECERS-R); (2) teacher characteristics; and (3) structural characteristics of preschools. Children’s development was measured using the Early Development Instrument (EDI). The article proposes two methodological improvements to preschool quality studies. First, an instrumental variable approach is used to correct for measurement error. Second, ECERS-R is adjusted to the local context by contrasting items with Indonesia’s national preschool standards. Results show that observed classroom quality is a significant and meaningful positive predictor of children’s development once models correct for measurement error and apply a locally-adapted measure of classroom quality. In contrast, teacher characteristics and structural characteristics are not significant predictors of child development, while holding observed classroom quality constant.
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Publication The Role of Preschool Quality in Promoting Child Development(World Bank, Washington, DC, 2016-01)This paper reports on the quality of early childhood education in rural Indonesia. On average, the paper finds that centers created under the Indonesia Early Childhood Education and Development Project provide higher quality services than other types of preschools, as measured by a comprehensive instrument of preschool quality based on direct observation of classrooms in session (the Early Childhood Environment Rating Scale-Revised). The paper also examines the relationship between preschool quality and childrens early development using three commonly applied measures of quality: (i) the Early Childhood Environment Rating Scale-Revised; (ii) teacher characteristics; and (iii) structural characteristics of preschool services, such as their size and amount of class time. First, correcting for measurement error using an instrumental variables approach, the findings suggest that preschool quality is a significant and meaningful positive predictor of childrens developmental outcomes. Second, the findings for teacher characteristics are mixed, suggesting that policies focused solely on hiring teachers based on experience and training will be insufficient to improve childrens learning. Instead, policies must address the quality of professional development activities for teachers. Third, the amount of class time spent in early childhood programs is a significant positive predictor of children’s developmental outcomes. This suggests that in rural Indonesia—where early childhood programs are relatively low dose—children are likely to benefit from attending longer hours of preschool, either playgroups or kindergartens. Lastly, the paper compares items in the Early Childhood Environment Rating Scale-Revised with Indonesias national minimum service standards for early childhood education and development, and finds that the relationship between this alternative, context-appropriate measure of preschool quality and children’s development outcomes strongly corroborates the earlier conclusions.Publication The Impact of Expanding Access to Early Childhood Services in Rural Indonesia(World Bank, Washington, DC, 2015-07)This paper uses three waves of longitudinal data to examine the impact of expanding access to preschool services in rural areas of Indonesia on two cohorts of children. One cohort was children aged 4 at the start of the project and was immediately eligible for project-provided services when they began operation in 2009. The other cohort was children aged 1 at the start of the project and became eligible for project-provided services two years later. The paper presents intent-to-treat estimates of impact in the short term (first year of the project) and medium term (three years after the project started), using experimental and quasi-experimental methods. For the cohort of 4-year-olds, while the magnitude of the enrollment impact is similar across children from different backgrounds, the impact on child outcomes is larger for children from more disadvantaged backgrounds in the short and medium terms. However, for this cohort of children, it seems that project-provided playgroups encouraged substitution away from existing kindergartens, suggesting that future interventions should incorporate such possibilities into their design. For the average child in the younger cohort, the project led to improvements in physical health and well-being as well as language and cognitive development. For this cohort, there is little evidence of differential impact. This can be explained by the fact that children who enrolled soon after the centers opened (the older cohort) were generally poorer, compared with children who enrolled later (the younger cohort). This may be because of fee increases in project centers as project funding ended.Publication Contrasting Experiences(World Bank, Washington, DC, 2019-11)This paper examines the longer-term impact of a project that expanded access to playgroup services in rural Indonesia. It compares the outcomes of two cohorts of children who were exposed to the same intervention at different points in time. One cohort was eligible to access playgroups during the first year of a five-year project cycle, beginning at age four. The other cohort became eligible to access these services during the third year, beginning at age three. The younger cohort was more likely to be exposed to playgroups for longer and at age-appropriate times relative to the older cohort. The paper finds that enrollment rates and enrollment duration in preprimary education increased for both cohorts, but the enrollment effects were larger for the younger cohort. In terms of child development outcomes, there were short term effects at age five that did not last until age eight, for both cohorts. The data reveal that the younger cohort had substantially higher test scores during the early grades of primary school, relative to the older cohort. To unpack why the two cohorts experienced different longer-term outcomes, the paper provides evidence of changes that transpired in the operating conditions of the playgroups over time.Publication Gender Gaps in Cognitive and Non-Cognitive Skills in Early Primary Grades(World Bank, Washington, DC, 2016-09)This paper examines gender gaps in cognitive and non-cognitive skills among a sample of more than 10,000 children between the ages of 6 and 9 in rural Indonesia. In terms of cognitive skills, the analysis finds evidence of gender gaps favoring girls at each age in test scores of language (0.158-0.252 standard deviations) and mathematics (0.155-0.243 standard deviations) in the early years of primary school. Girls also perform significantly better than boys in non-cognitive skills, with higher scores on the social competence (0.086-0.247 standard deviations) and emotional maturity domains (0.213-0.296 standard deviations) of the Early Development Instrument, a finding consistent with research from high-income countries. Decomposition analyses are used to investigate the extent to which enrollment patterns in preschool and primary school as well as parenting practices contribute to these gender gaps in cognitive and non-cognitive skills. Standard decomposition approaches are extended to correct for selection on observables. The findings show that gender differences in enrollment patterns play a role in explaining gender gaps in test scores, while differences in parenting practices do not. However, the relative contribution of observed factors to gender gaps depends on the available quality of preschool services in the child’s village and whether the outcome of interest is cognitive or non-cognitive skills.Publication Investing in School Readiness(World Bank, Washington, DC, 2016-09)This paper presents evidence on the cost-effectiveness of early childhood education pathways in rural Indonesia. It documents the existence of substantial differences in school readiness between 6 to 9 year old children. Using detailed enrollment histories, it unpacks whether and how early education experiences explain these gaps. The analysis considers not only the sequence of services children enroll in, but also the age at which they enroll and the duration for which they enroll. The differences in primary school test scores between a child who has no early education exposure and a child who completes a full sequence at the developmentally appropriate age are 0.42 standard deviations in language and 0.43 standard deviations in mathematics, roughly equivalent to an additional 0.9 to 1.2 years of primary schooling. The paper analyzes the cost-effectiveness of various early education pathways in Indonesia to show that providing access to both playgroups and kindergartens to young children at developmentally appropriate ages can optimize public investments in early childhood education. The paper subjects the analysis to a variety of robustness checks, and concludes that children enrolled in play-based early education programs (playgroups) at age 3 or 4, followed by the country's more academically structured programs (kindergartens) at age 5 or 6, are more likely to be ready for primary school than children who do not follow this sequence. Compulsory pre-primary education policy should consider incorporating both playgroups and kindergartens.
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