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The Role of Preschool Quality in Promoting Child Development: Evidence from Rural Indonesia

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dc.contributor.authorBrinkman, Sally Anne
dc.contributor.authorHasan, Amer
dc.contributor.authorJung, Haeil
dc.contributor.authorKinnell, Angela
dc.contributor.authorNakajima, Nozomi
dc.contributor.authorPradhan, Menno
dc.date.accessioned2017-08-08T16:50:22Z
dc.date.available2017-08-08T16:50:22Z
dc.date.issued2017-06-11
dc.description.abstractThis 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.en
dc.identifier.citationEuropean Early Childhood Education Research Journal
dc.identifier.doi10.1596/27671
dc.identifier.issn1350-293X
dc.identifier.urihttps://hdl.handle.net/10986/27671
dc.language.isoen_US
dc.publisherTaylor and Francis
dc.rightsCC BY-NC-ND 3.0 IGO
dc.rights.holderWorld Bank
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/igo
dc.subjectEARLY CHILDHOOD EDUCATION
dc.subjectEARLY CHILDHOOD DEVELOPMENT
dc.subjectTEACHING QUALITY
dc.subjectPLAYGROUPS
dc.subjectKINDERGARTEN
dc.subjectCLASSROOMS
dc.subjectTEACHERS
dc.subjectPRESCHOOL
dc.subjectEARLY DEVELOPMENT INSTRUMENT
dc.titleThe Role of Preschool Quality in Promoting Child Developmenten
dc.title.subtitleEvidence from Rural Indonesiaen
dc.typeJournal Articleen
dc.typeArticle de journalfr
dc.typeArtículo de revistaes
dspace.entity.typePublication
okr.associatedcontenthttp://www.tandfonline.com/doi/full/10.1080/1350293X.2017.1331062 Journal website (version of record)
okr.associatedcontenthttps://openknowledge.worldbank.org/handle/10986/23629 Working paper version (pre-print)
okr.crossref.titleThe Role of Preschool Quality in Promoting Child Development: Evidence from Rural Indonesia
okr.date.disclosure2018-12-11
okr.doctypePublications & Research::Journal Article
okr.doctypePublications & Research
okr.externalcontentExternal Content
okr.identifier.doi10.1080/1350293X.2017.1331062
okr.identifier.doi10.1596/27671
okr.identifier.report118143
okr.journal.nbpages483-505
okr.language.supporteden
okr.peerreviewAcademic Peer Review
okr.region.administrativeEast Asia and Pacific
okr.region.countryIndonesia
okr.topicEducation::Access & Equity in Basic Education
okr.topicEducation::Early Childhood Development
okr.topicEducation::Education For All
okr.topicEducation::Effective Schools and Teachers
okr.topicEducation::Curriculum & Instruction
okr.unitEducation Global Practice
okr.volume25(4)
relation.isAuthorOfPublicationef08efb0-dbe1-5bbb-862c-06d9464d6e22
relation.isAuthorOfPublication.latestForDiscoveryef08efb0-dbe1-5bbb-862c-06d9464d6e22
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