Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Pre-Primary Education in Rural Indonesia

Autor/inn/en	Hasan, Amer; Jung, Haeil; Kinnell, Angela; Maika, Amelia; Nakajima, Nozomi; Pradhan, Menno
Titel	Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Pre-Primary Education in Rural Indonesia
Quelle	In: Journal of Research on Educational Effectiveness, 14 (2021) 1, S.28-56 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2020.1839989
Schlagwörter	Foreign Countries; Child Development; Intervention; Preschool Children; Preschool Education; Access to Education; Age Differences; Enrollment; Elementary School Students; Program Effectiveness; Rural Areas; Play; Community Programs; Poverty; Early Intervention; Tests; Scores; School Readiness; Individual Characteristics; Family Characteristics; Cognitive Ability; Psychomotor Skills; Family Structure; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Education; Access; Bildung; Zugang; Bildungszugang; Age; Difference; Age difference; Altersunterschied; Einschulung; Rural area; Ländlicher Raum; Spiel; Armut; Examination; Prüfung; Examen; Readiness for school; School ability; Schulreife; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Denkfähigkeit; Psychomotorische Aktivität; Familienkonstellation; Familiensystem; Indonesien
Abstract	This paper examines the child development outcomes of two cohorts of children who were exposed to the same intervention at different points in time. One cohort was eligible to access playgroups during the first year of a five-year project cycle, beginning at age four. The other cohort became eligible to access these services during the third year of a five-year project cycle, beginning at age three. The younger cohort was more likely to be exposed to playgroups for longer and at more age-appropriate times relative to the older cohort. The paper finds that enrollment rates and enrollment duration in preprimary education increased for both cohorts, but the enrollment effects were larger for the younger cohort. In terms of child development outcomes, there were short-term effects at age five that did not last until age eight, for both cohorts. Moreover, the younger cohort had substantially higher test scores during the early grades of primary school, relative to the older cohort. We document the extent to which program impacts can vary as a result of differences in project implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01