Early Childhood Care and Education and School Readiness in Zambia

Autor/inn/en	McCoy, Dana Charles; Zuilkowski, Stephanie Simmons; Yoshikawa, Hirokazu; Fink, Günther
Titel	Early Childhood Care and Education and School Readiness in Zambia
Quelle	In: Journal of Research on Educational Effectiveness, 10 (2017) 3, S.482-506 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2016.1250850
Schlagwörter	Child Care; Early Childhood Education; School Readiness; Correlation; Foreign Countries; Low Income; Alphabets; Receptive Language; Vocabulary Development; Psychomotor Skills; Executive Function; Thinking Skills; Task Analysis; Outcomes of Education; Nonprofit Organizations; Institutional Characteristics; Statistical Analysis; Child Development; Developing Nations; Measures (Individuals); Surveys; Zambia + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Readiness for school; School ability; Schulreife; Korrelation; Ausland; Niedriglohn; Buchstabenschrift; Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Psychomotorische Aktivität; Denkfähigkeit; Aufgabenanalyse; Lernleistung; Schulerfolg; Nonprofit-Organisation; Statistische Analyse; Kindesentwicklung; Developing country; Developing countries; Entwicklungsland; Messdaten; Survey; Umfrage; Befragung; Sambia
Abstract	Despite increased investment in early childhood care and education (ECCE) globally, little is known about its effectiveness in low-income countries. Using kernel exact matching within a national sample of 1,623 Zambian 6-year-olds, we test the associations between ECCE participation and seven domains of children's school readiness. We find ECCE participation to be significantly and positively predictive of children's receptive vocabulary, letter naming, reasoning, fine motor, executive function, and task performance skills (d = 0.20-0.65). Although ECCE predicted better outcomes across program types and dosage levels, associations between ECCE participation and school readiness were descriptively if not significantly larger for children attending nonprofit (versus governmental or private) programs and for those attending ECCE between three and five hours per day (versus those attending less than three or six or more hours per day). Implications of these findings, particularly for the 68% of Zambian children who remain out of ECCE, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01