Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana.

Autor: Wolf S; Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania, USA., Aurino E; University of Barcelona, Barcelona, Spain., Suntheimer NM; Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania, USA., Avornyo EA; University of Cape Coast, Cape Coast, Ghana., Tsinigo E; Innovations for Poverty Action, Accra, Ghana., Behrman JR; Department of Economics and Sociology, University of Pennsylvania, Philadelphia, Pennsylvania, USA., Aber JL; Global TIES for Children, New York University, New York City, New York, USA.
Jazyk: angličtina
Zdroj: Child development [Child Dev] 2022 Nov; Vol. 93 (6), pp. 1912-1920. Date of Electronic Publication: 2022 Jul 12.
DOI: 10.1111/cdev.13824
Abstrakt: The COVID-19 pandemic led to extended school closures globally. Access to remote learning opportunities during this time was vastly unequal within and across countries. Higher-quality early childhood education (ECE) can improve later academic outcomes, but longer-term effects during crises are unknown. This study provides the first experimental evidence of how previously attending a higher-quality ECE program affected child engagement in remote learning and academic scores during pandemic-related school closures in Ghana. Children (N = 1668; 50.1% male; M age  = 10.1 years; all Ghanaian nationals) who attended higher-quality ECE at age 4 or 5 years had greater engagement in remote learning (d = .14) in October 2020, but not better language and literacy and math scores. Previous exposure to higher-quality ECE may support educational engagement during crises.
(© 2022 The Authors. Child Development © 2022 Society for Research in Child Development.)
Databáze: MEDLINE
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