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  • 1
    Online Resource
    Online Resource
    Joint effects of parenting and nutrition status on child development : evidence from rural Cambodia (2018)
    Washington, D.C. : World Bank Group, Development Economics, Development Research Group
    Details
    Language: English
    Pages: 1 Online-Ressource (circa 38 Seiten) , Illustrationen
    Series Statement: Policy research working paper 8529
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Berkes, Jan Joint Effects of Parenting and Nutrition Status on Child Development: Evidence from Rural Cambodia
    Keywords: Graue Literatur
    Abstract: Substantial work has demonstrated that early nutrition and home environments, including the degree to which children receive cognitive stimulation and emotional support from parents, play a profound role in influencing early childhood development. Yet, less work has documented the joint influences of parenting and nutrition status on child development among children in the preschool years living in low-income countries. Using panel data on parenting, nutrition status, and early developmental outcomes of about 7,000 Cambodian preschool-age children, this paper demonstrates that inequities in early development associated with family wealth are evident at the start of preschool and increase over time. A significant share of these inequalities can be explained by differences in parental stimulation and early nutrition status. Better educated parents engage in better parental activities that stimulate children's development. However, the positive association between parental activities and child outcomes is particularly strong for non-stunted children, and parental activities can only explain about 8-14 percent of the cognitive gap between the lowest and highest wealth quintiles. The results highlight the need for integrated interventions that address both parenting and early nutrition, also suggesting that parenting interventions for the most disadvantaged families should be carefully designed and evaluated to ensure maximum effectiveness
    DOI: 10.1596/1813-9450-8529
    URL: Volltext  (Deutschlandweit zugänglich)
    URL: Deutschlandweit zugänglich
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    What can we Learn from Pre-Primary Quality Assurance Systems? : Evidence from the Arab Republic of Egypt (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (40 pages)
    Parallel Title: Erscheint auch als Krafft, Caroline What can we Learn from Pre-Primary Quality Assurance Systems? Evidence from the Arab Republic of Egypt
    Keywords: Curriculum and Instruction ; Education Policy ; Kindergarten Achievement ; Pre-Primary School ; Primary School Performance ; School Quality Evaluation Tool ; Teacher Quality ; Teacher Training
    Abstract: Quality assurance systems have been implemented or are under development in a number of low- and middle-income countries in an effort to observe the quality of education and deploy targeted measures to improve quality. This paper shares lessons learned on the potential ability of quality assurance systems to observe quality and inform action, drawing on data from a pre-primary quality assurance system in the Arab Republic of Egypt. A nationally representative study of kindergarten classrooms was conducted, using a detailed diagnostic research tool administered by independent enumerators from a data collection firm. A subsample of these kindergarten classrooms was randomly assigned to also be observed through a short quality assurance system tool, half of them by independent enumerators, and the other half by the existing cadre of government kindergarten supervisors. The quality assurance system tool was developed for scale and financial sustainability; thus, it could be administered in roughly one-third of the time of the diagnostic tool, at one-third of the cost. Overall, the results illustrate that at the national level, the quality assurance system tool can identify important areas for improvement, and thus inform broad policy actions. Further, the results are consistent whether an independent data collection firm or a government kindergarten supervisor acted as enumerator, suggesting that quality assurance system data collection efforts can be embedded within ministries of education and implemented in a regular and sustainable manner. At the school and teacher level, however, there were several areas where the quality assurance system data were inconsistent with the diagnostic data. This underscores how quality assurance systems are best used as a formative system, a starting point for quality enhancement, and not as a summative system that directly targets, punishes, or rewards specific schools
    DOI: 10.1596/1813-9450-10482
    URL: Deutschlandweit zugänglich
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    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Examining Early Child Development in Low-Income Countries : A Toolkit for the Assessment of Children in the First Five Years of Life (2009)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource
    Series Statement: Other Education Study
    Series Statement: World Bank E-Library Archive
    Abstract: The primary purpose of this toolkit is to provide a resource for researchers from various disciplines interested in planning and evaluating programs or interventions aimed at improving the health and development of infants and young children. The toolkit aims to: provide an overview of issues affecting early development and its measurement; discuss the types of tests typically used with children under five years; provide guidelines for selecting and adapting tests for use in developing countries, and make recommendations for planning successful assessment strategies. The toolkit focuses on children who have not yet entered school, and are thus under six years old. The primary reason we are focusing on this age group is that during the first five years of life, children's language, early understanding of mathematics and reading, and self-control emerge. The extent to which children master these skills during this critical period has implications for success in school (Lerner, 1998), and thus we wanted to focus on children in this pre-school period. The toolkit is essential at this time for the following reasons: children in developing countries are growing up at a disadvantage; assessments of children must expand to include a wider range of outcomes; and no such toolkit exists as present
    DOI: 10.1596/28107
    URL: Volltext  (Deutschlandweit zugänglich)
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    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt (2023)
    Washington, D.C : The World Bank
    Details
    Language: English
    Pages: 1 Online-Ressource (42 pages)
    Parallel Title: Erscheint auch als Krafft, Caroline Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt
    Keywords: Children and Youth ; Early Childhood Development ; Education ; Education Quality ; Home Environment ; Inequality ; Poverty Reduction ; Pre-Primary ; Pre-Primary Child Development Investment ; Primary Education Investment ; School Readiness Indicators ; Social Development ; Socioeconomic Inquality
    Abstract: By the time children in low- and middle-income countries start primary school, large socioeconomic disparities are evident in children's learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in low- and middle-income countries. This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in the Arab Republic of Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality. "Double inequality" is observed, where students with less stimulating home environments experience slightly lower quality pre-primary inputs. There are particularly large pre-primary inequities in structural quality (physical environment) and less inequity in process quality (pedagogy). These results suggest that targeted investments in pre-primary education in Egypt are necessary to reduce inequality in school readiness but are likely insufficient to close the socioeconomic status gap in children's development. Investing in interventions to improve vulnerable children's home learning environments, as well as investing in quality pre-primary, is critical to address disparities in children's development
    DOI: 10.1596/1813-9450-10317
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
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