World Bank2013-08-292013-08-292001-09-24https://hdl.handle.net/10986/15483The report focuses on preschool, as an effective early childhood development (ECD) intervention, especially for improving the status of the poorest groups in Brazil's population. Because of data limitations, the focus is primarily on pre-schooling, with some discussions on day care, and other services for the younger age group (0-3 years). Although the country is now out of the economic recession of the late 1990s, and, has laid the basis for an economic growth free of inflation, nonetheless, substantial development imbalances still need to be addressed. This will require sustained economic growth, and a range of policy interventions that affect the broad structure of the economy, therefore, this study looks at the impact of ECD, particularly preschool, in redressing these distortions. The main structural dimensions of access to pre-schooling are higher enrollments among older children, showing that enrollments - eight percent in the 0-3 age group - were seen to be particularly low in comparison with industrialized nations, though similar to other Latin American countries; that enrollments are lower in the mid-west, south, and north of the country in comparison to the northeast, and southeast, with the largest rural-urban disparities in the mid-west, and southeast; and, that the richest ten percent of the population account for fifty six percent of access to preschool, while only twenty four percent of the poorest forty percent, attend these services. Findings suggest a strengthened preschool financing, improved access to the poorest, and combined preschool services with other ECD services.en-USCC BY 3.0 IGOACCESS TO PRESCHOOL EDUCATIONACHIEVEMENTSADOLESCENCEBASIC EDUCATIONBRAIN DEVELOPMENTCARE CENTERSCHILD CARECHILD HEALTHCHILD HEALTH INDICATORSCHILD MORTALITYCHILD MORTALITY RATESCHILDCARECHILDCARE SERVICESCOMMUNITY HEALTHCOMPREHENSIVE DEVELOPMENTCURRICULUMDAY CAREDAY CARE FACILITIESDROPOUT RATESEARLY CHILD DEVELOPMENTEARLY CHILDHOODEARLY CHILDHOOD EDUCATIONEARLY CHILDHOOD INTERVENTIONSEARLY CHILDHOOD PROGRAMSEARLY EDUCATIONEARLY INTERVENTIONECDECD PROGRAMSEDUCATION ACTIVITIESEDUCATION ENROLLMENTSEDUCATION EXPENDITURESEDUCATION LEVELEDUCATION OUTCOMESEDUCATION POLICIESEDUCATION SECTOREDUCATIONAL RESOURCESELEMENTARY EDUCATIONEMPLOYMENTENROLLMENT RATESFAMILIESGIRLSHEALTH CAREHEALTH INDICATORSHEALTH OUTCOMESHOME VISITINGHOME VISITSHUMAN DEVELOPMENTINFANT MORTALITYINFANT MORTALITY RATESINFECTIONKINDERGARTENLAWSLEVEL OF EDUCATIONLEVELS OF EDUCATIONLIFE EXPECTANCYLITERACYLITERACY CENTERSLIVE BIRTHSMALNUTRITIONMOTHERSNATIONAL EDUCATIONNET ENROLLMENTNONGOVERNMENTAL ORGANIZATIONSNUTRITION OUTCOMESNUTRITIONAL STATUSPARENTSPARITYPOOR CHILDRENPRE-SCHOOL EDUCATIONPREPRIMARY EDUCATIONPRESCHOOL CHILDRENPRESCHOOL EDUCATIONPRESCHOOL ENROLLMENTPRESCHOOL PROGRAMSPRESCHOOL TEACHERSPRESCHOOLSPRIMARY EDUCATIONPRIMARY SCHOOLPRODUCTIVITYPUBLIC EXPENDITUREPUBLIC HEALTHPUBLIC INSTITUTIONSQUALITY OF EDUCATIONREPEATERSREPETITIONREPETITION RATESRURAL AREASSCHOOLINGSECONDARY SCHOOLSSIBLINGSSOCIAL DEVELOPMENTSOCIAL INDICATORSSOCIAL SKILLSSOCIAL STUDIESSPORTSTERTIARY EDUCATIONUNDERNUTRITIONWORKERSWORKING MOTHERSYOUNG CHILDREN EARLY CHILDHOOD DEVELOPMENTPRESCHOOL EDUCATIONEDUCATION & THE POORREGIONAL DISPARITYIMPACT ASSESSMENTEMPLOYMENT FORECASTINGEARNINGS CAPACITYNUTRITIONAL VALUE ANALYSISEDUCATIONAL INVESTMENTCOST ESTIMATESPRESCHOOL EVALUATIONSTUDENT ENROLLMENTACCESS TO EDUCATIONURBAN-RURAL DRIFTSOCIOECONOMIC CONSTRAINTSPUBLIC EDUCATIONPRIVATE EDUCATIONMOTHERS' EDUCATIONNONGOVERNMENTAL ORGANIZATIONSCROSS-COUNTRY EXPERIENCEEDUCATIONAL FINANCINGFUNDSTARGETED ASSISTANCEWorld Bank10.1596/15483