The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia
| Autor: | Brinkman, Sally Anne, Hasan, Amer, Jung, Haeil, Kinnell, Angela, Nakajima, Nozomi, Pradhan, Menno |
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| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
LEARNING OUTCOMES
SOCIAL WELFARE LEVELS OF EDUCATION CHILDHOOD CHILDREN COMMUNICATION TEACHER TRAINING PROGRAMS EDUCATION COMMUNITY TEACHER SALARIES TRAINING PROGRAMS EARLY CHILDHOOD INTERVENTIONS CHILDHOOD EDUCATION CLASSROOM EARLY CHILDHOOD ENVIRONMENT RATING SCALE HIGHER LEVELS OF EDUCATION STUDENT INTERACTIONS ECERS PRESCHOOL EDUCATION EDUCATION SCIENCE EDUCATORS REASONING NUMBER OF TEACHERS CURRICULUM GROUPS PRIMARY GRADES GIRLS KINDERGARTEN LEARNING ENVIRONMENTS INTERVENTIONS READING TEACHERS CLASSROOM TEACHER PRIMARY EDUCATION LANGUAGE DEVELOPMENT STUDENTS CHILD DEVELOPMENT QUALITY STANDARDS JUNIOR SECONDARY ELEMENTARY SCHOOL SCHOOLS SOCIAL SKILLS TEACHER QUALIFICATION QUALITY EARLY CHILDHOOD EDUCATION CHILDREN WITH DISABILITIES NUMBER OF STUDENTS PLAYGROUPS TEACHER COGNITIVE SKILLS TEACHER TRAINING RURAL AREAS SECONDARY EDUCATION NUMERACY EARLY LEARNING INTERACTIVE LEARNING HIGHER EDUCATION SCHOOL READINESS EDUCATIONAL ENVIRONMENT PRESCHOOLS EDUCATION SERVICES EDUCATION PERSONNEL CLASSROOMS EARLY CHILDHOOD PRESCHOOL CURRICULUM LEVEL OF EDUCATION HIGH SCHOOL DIPLOMA DEVELOPMENTAL PSYCHOLOGY EARLY CHILDHOOD PROGRAMS EARLY INTERVENTION HIGH SCHOOL EARLY EDUCATION ACADEMIC SKILLS EARLY CHILDHOOD CLASSROOM EDUCATION OUTCOMES KINDERGARTENS EARLY CHILDHOOD EDUCATION HUMAN DEVELOPMENT EDUCATION EXPERIENCES SPECIAL NEEDS STUDENT ACHIEVEMENT CHILD CARE CENTERS EDUCATION PROGRAMS TEACHER EDUCATION SPECIAL NEEDS CHILDREN TEACHER RATIO ACCESS TO PRESCHOOL SCHOOL TEACHERS SKILLS SCHOOL QUALITY PRESCHOOL CENTERS CLASS TIME SECONDARY SCHOOL ACADEMIC ACHIEVEMENT FREE PLAY TRAINING INSTRUCTION TEACHING TRAINING FOR TEACHERS LEARNING STUDENT DATA CLASSROOM QUALITY CHILD CARE KNOWLEDGE TEACHER QUALIFICATIONS PRIMARY SCHOOL REGULAR TEACHER EARLY CHILD CARE LEARNING ENVIRONMENT CLASSROOM ACTIVITIES EDUCATION POLICY CARE CENTERS ADULTS COGNITIVE DEVELOPMENT STUDENT OUTCOMES CLASS SIZE PRESCHOOL CHILDREN SCHOOL SOCIAL COMPETENCE SCHOOLING |
| Popis: | This paper reports on the quality of early childhood education in rural Indonesia. On average, the paper finds that centers created under the Indonesia Early Childhood Education and Development Project provide higher quality services than other types of preschools, as measured by a comprehensive instrument of preschool quality based on direct observation of classrooms in session (the Early Childhood Environment Rating Scale-Revised). The paper also examines the relationship between preschool quality and childrens early development using three commonly applied measures of quality: (i) the Early Childhood Environment Rating Scale-Revised; (ii) teacher characteristics; and (iii) structural characteristics of preschool services, such as their size and amount of class time. First, correcting for measurement error using an instrumental variables approach, the findings suggest that preschool quality is a significant and meaningful positive predictor of childrens developmental outcomes. Second, the findings for teacher characteristics are mixed, suggesting that policies focused solely on hiring teachers based on experience and training will be insufficient to improve childrens learning. Instead, policies must address the quality of professional development activities for teachers. Third, the amount of class time spent in early childhood programs is a significant positive predictor of children’s developmental outcomes. This suggests that in rural Indonesia—where early childhood programs are relatively low dose—children are likely to benefit from attending longer hours of preschool, either playgroups or kindergartens. Lastly, the paper compares items in the Early Childhood Environment Rating Scale-Revised with Indonesias national minimum service standards for early childhood education and development, and finds that the relationship between this alternative, context-appropriate measure of preschool quality and children’s development outcomes strongly corroborates the earlier conclusions. |
| Databáze: | OpenAIRE |
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