学前教育与幼儿发展:肯尼亚农村公立学校的证据

IF 5.1 1区 经济学 Q1 ECONOMICS Journal of Development Economics Pub Date : 2024-07-19 DOI:10.1016/j.jdeveco.2024.103337
Pamela Jakiela , Owen Ozier , Lia C.H. Fernald , Heather A. Knauer
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引用次数: 0

摘要

我们提供了有关公立学前教育入学率与儿童词汇量(早期识字的关键先决条件)之间关系的证据。我们对肯尼亚在校和失学儿童的早期发展进行了测量,从而考察了学前教育入学率与认知结果之间的关联。在我们的样本中,如果居住地距离最近的小学只有几百米,那么儿童更有可能在三岁而不是四岁开始上学。住得离学校更近的三岁儿童的词汇能力也更强,但在年龄更大的儿童中并不存在类似的模式。将学校附近作为学前教育入学率的工具,我们发现学前教育入学率会将三岁儿童的母语接受词汇量提高一个标准差以上,但不会影响其后年龄段的词汇量。
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Preprimary education and early childhood development: Evidence from government schools in rural Kenya

We provide evidence on the link between enrollment in public preschool and child vocabulary, a critical precursor to early literacy. We measure early childhood development among both in-school and out-of-school children in Kenya, allowing us to examine the association between preschool enrollment and cognitive outcomes. Children in our sample are more likely to start school at age three rather than age four if they live within a few hundred meters of the nearest primary school. Three-year-olds living closer to the school also have stronger vocabulary skills, though a similar pattern does not exist among older children. Using proximity to school as an instrument for preprimary enrollment, we find that preprimary enrollment raises mother tongue receptive vocabulary by more than one standard deviation at age three, but does not impact vocabulary at later ages.

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来源期刊
CiteScore
8.30
自引率
4.00%
发文量
126
审稿时长
72 days
期刊介绍: The Journal of Development Economics publishes papers relating to all aspects of economic development - from immediate policy concerns to structural problems of underdevelopment. The emphasis is on quantitative or analytical work, which is relevant as well as intellectually stimulating.
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