World Bank2017-06-152017-06-152012-06-04https://hdl.handle.net/10986/27220Early childhood development programs are particularly beneficial to children from disadvantaged backgrounds. Effective investments in this area have the potential to reduce inequalities perpetuated by poverty, poor nutrition, and restricted learning opportunities. This report explores the gaps in early education and care experienced by Roma children between the ages of 3 and 6 in Eastern Europe, and looks at measures to close those gaps. Many Roma children lack a strong early learning and care support mechanism at home. The vast majority of Roma children grow up in poverty and many regularly go hungry. Their parents have minimal levels of education. This creates multiple disadvantages from malnutrition to limited early learning stimulation. The report points to four main policy measures to increase pre-school enrollment and improve early learning at home: (1) better inform parents on the benefits of preschool for children's later life outcomes; (2) promote inclusive pre-schools by reaching out to parents and by involving them more directly in pre-school with the help of Roma teaching assistants; (3) remove cost barriers possibly coupled with regular attendance subsidies. In addition: (4) support parenting at home. These conclusions follow from the finding that the vast majority of Roma parents wish their children to complete secondary education, but that many also stated a desire to raise children at home in their early years when asked why they did not enroll their children in preschool. The report also calls for systematic piloting with variations of different programs, and implementing randomized impact evaluations. Findings from impact evaluations can build public support for scale-up of proven programs. Finally, the report points out that ensuring that poor Roma and non-Roma children alike receive an equal start in life by investing in early childhood development is essential to break the cycle of intergenerational poverty and is also smart economics.en-USCC BY 3.0 IGOACADEMIC COMMUNITYACADEMIC PERFORMANCEACADEMIC YEARACCESS TO BOOKSACQUISITION OF SKILLSADOLESCENCEADULTSAGE GROUPSAGINGATTENTIONBIRTH CERTIFICATEBRAIN DEVELOPMENTCAREGIVERSCHILD CARECHILD DEVELOPMENTCHILD PROTECTIONCHILDREN IN PRESCHOOLCHILDREN WITH LEARNING DISABILITIESCLASSROOMCOGNITIVE DEVELOPMENTCOGNITIVE OUTCOMESCOGNITIVE SKILLSCOGNITIVE STIMULATIONCOMPETENCIESCOMPULSORY EDUCATIONCOUNSELINGCURRICULADIRECT TEACHINGDISADVANTAGED CHILDRENEARLY CHILD DEVELOPMENTEARLY CHILDHOODEARLY CHILDHOOD DEVELOPMENTEARLY CHILDHOOD DEVELOPMENT PROGRAMSEARLY CHILDHOOD EDUCATIONEARLY CHILDHOOD INTERVENTIONSEARLY CHILDHOOD PROGRAMSEARLY EDUCATIONEARLY INTERVENTIONEARLY INTERVENTIONSEARLY LEARNINGEARLY SUCCESSECDECD PROGRAMSEDUCATION INITIATIVESEDUCATION INVESTMENTSEDUCATION LAWEDUCATION OUTCOMESEDUCATION POLICYEDUCATION PROGRAMSEDUCATION SERVICESEDUCATION SYSTEMEDUCATION SYSTEMSEDUCATIONAL ATTAINMENTEDUCATIONAL INCLUSIONEDUCATIONAL OPPORTUNITIESEDUCATIONAL OUTCOMESEDUCATIONAL SERVICESEMOTIONAL SKILLSENROLLMENT RATESENROLMENT RATEENROLMENT RATESEQUAL TREATMENTEQUITY IN EDUCATIONETHNIC COMPOSITIONETHNIC MINORITYETHNIC MINORITY CHILDRENEXTRACURRICULAR ACTIVITIESGENDERGENDER EQUALITYGIRLSGRADE REPETITIONGRADE RETENTIONHIGH SCHOOLHIGHER ENROLLMENTHUMAN DEVELOPMENTINCLUSIVE EDUCATIONINDIVIDUAL LEARNINGINDIVIDUAL NEEDSINFANCYINSTRUCTIONINTERVENTIONSJOB TRAININGKINDERGARTENKINDERGARTENSLANGUAGE OF INSTRUCTIONLEARNING DIFFICULTIESLEARNING ENVIRONMENTLEARNING NEEDSLEARNING OPPORTUNITIESLEARNING OUTCOMESLEARNING PROCESSLEVELS OF EDUCATIONLINGUISTIC DIFFERENCESLITERACYMALNUTRITIONMENTAL DISABILITIESMENTAL HEALTHMILD LEARNING DISABILITIESMINORITY GROUPSMOTHER TONGUEMOTHER-TONGUEMOTHER-TONGUE EDUCATIONNATIONAL CURRICULUMNATIONAL EDUCATIONNATIONAL LANGUAGENET ENROLMENTNET ENROLMENT RATESNUMERACYNUTRITIONNUTRITIONAL INTERVENTIONSOLDER CHILDRENOLDER GIRLSPARENT INVOLVEMENTPARENTAL INPUTSPARENTAL SATISFACTIONPARENTINGPEDAGOGICAL METHODSPHYSICAL DEVELOPMENTPICTURE BOOKSPRESCHOOL CURRICULUMPRESCHOOL EDUCATIONPRESCHOOL ENROLLMENTPRESCHOOL LEVELPRESCHOOLSPRIMARY CAREGIVERSPRIMARY EDUCATIONPRIMARY GRADESPRIMARY SCHOOLPRIMARY SCHOOL BUILDINGSPRIMARY SCHOOL ENROLMENTPRIMARY SCHOOL SYSTEMPRIMARY SCHOOLSQUALITY EARLY CHILDHOOD EDUCATIONQUALITY EARLY CHILDHOOD INTERVENTIONSQUALITY PRESCHOOLQUALITY STANDARDSREADINGREADING BOOKSREADING MATERIALSRECALLRECOGNITIONREGULAR ATTENDANCEROTE LEARNINGRURAL AREASSCHOOL ATTENDANCESCHOOL BOARDSSCHOOL ENTRYSCHOOL ENVIRONMENTSCHOOL GRADUATESSCHOOL HEADSCHOOL LEVELSCHOOL PARTICIPATIONSCHOOL PERFORMANCESCHOOL POLICIESSCHOOL QUALITYSCHOOL SCHOOLSSCHOOL SYSTEMSCHOOL TUITIONSCHOOL YEARSCHOOLINGSECONDARY EDUCATIONSECONDARY SCHOOLSELF CONFIDENCESOCIAL DEVELOPMENTSOCIAL SKILLSSPECIAL EDUCATIONSPECIAL EDUCATION NEEDSSPECIAL NEEDSSPECIAL SCHOOL SYSTEMSPECIAL SCHOOLSTEACHERTEACHER TRAININGTEACHER TRAINING INSTITUTIONSTEACHINGTEACHING ASSISTANTSTHINKINGTRAINING PROGRAMSTUITIONUNEMPLOYMENTVIOLENCEVULNERABLE CHILDRENVULNERABLE GROUPSWORK EXPERIENCEYOUNG ADULTSYOUNG CHILDRENYOUNG PEOPLEYOUTHReportWorld Bank10.1596/27220