Early Childhood Education, Language of Instruction, and Child Development in Myanmar: Comparisons among Ethnolinguistic Groups

Autor/inn/en	Richards, Ben; Umayahara, Mami; Maw, Naing; Rao, Nirmala
Titel	Early Childhood Education, Language of Instruction, and Child Development in Myanmar: Comparisons among Ethnolinguistic Groups
Quelle	In: Early Education and Development, 32 (2021) 3, S.421-442 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Richards, Ben)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1755179
Schlagwörter	Foreign Countries; Early Childhood Education; Child Development; Program Effectiveness; Language of Instruction; Language Minorities; Language Usage; Ethnicity; Minority Group Students; Racial Differences; Family Environment; Burma + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Teaching language; Unterrichtssprache; Sprachminderheit; Sprachgebrauch; Ethnizität; Rassenunterschied; Familienmilieu
Abstract	Research Findings: This study examined the relation between early childhood education (ECE) participation and early child development in Myanmar. It considered whether this relation varied by ethnic group, language(s) spoken at home, and language(s) of ECE instruction. Participants were 1,494 children (759 girls) from Myanmar, aged between 36 and 71 months. Children were directly assessed using the East Asia-Pacific Early Child Development Scales. ECE participation was associated with higher composite developmental scores and higher scores across 7 domains, and ethnic group did not moderate ECE-development associations. ECE dosage of between 12 and 18 months was associated with the highest developmental scores. For ethnic minority children, minority-language ECE instruction was associated with higher developmental scores regardless of language(s) spoken at home, but Myanmar-language ECE instruction was associated with higher developmental scores only for children also exposed to Myanmar at home. Practice or Policy: Findings highlight the benefits of ECE participation for the holistic development of both ethnic majority and minority children. The policy of ECE programme expansion in Myanmar may be delivering benefits to children's development, but further efforts may be needed to deliver language support for ethnic minority children not exposed to Myanmar language at home. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01