Preschool Quality and Child Development

• 成果类型: Article
• 署名作者: Andrew, Alison; Attanasio, Orazio P.; Bernal, Raquel; Sosa, Lina Cardona; Krutikova, Sonya; Rubio-Codina, Marta
• 署名单位: University of Oxford; University of London; London School Economics & Political Science; Yale University; National Bureau of Economic Research; Universidad de los Andes - Chile; The World Bank; University of Manchester; Inter-American Development Bank
• 刊物名称: JOURNAL OF POLITICAL ECONOMY
• ISSN/ISSBN: 0022-3808
• DOI: 10.1086/728744
• 发表日期: 2024
• 页码: 2304-2345
• 关键词: DEVELOPING-COUNTRIES; care; education; outcomes; impacts; program

摘要

Globally, preschool enrollment has surged, but its quality is often poor. We evaluate strategies to improve quality of public preschools in Colombia. The first, designed by the government and rolled out nationwide, provided extra funding, mainly earmarked for hiring teaching assistants. The second also offered low-cost training for existing teachers. The first intervention had no effect on child development, while the second improved children's cognitive development, especially for more disadvantaged children. This pattern can be explained by the interventions affecting teachers' behavior differently. The first led teachers to reduce their classroom time, including learning activities, while additional training offset the adverse effect on learning activities and improved teaching quality.