ERIC Number: ED463072
Record Type: Non-Journal
Publication Date: 2001-Sep-24
Reference Count: N/A
Brazil Early Child Development: A Focus on the Impact of Preschools. Report.
World Bank, Washington, DC. Latin America and the Caribbean Region.
In spite of remarkable improvement over the past 20 years, there remain substantial deficits in Brazil's education levels and child health, as well as high levels of chronic grade repetition. This study examined the impact of Brazil's long established preschool as an early child development (ECD) intervention for improving the status of the poorest groups in the population. The focus of the study was on preschool, with some discussion of day care and other services for infants and toddlers. Data were obtained from the Brazilian Living Standards Measurement Survey, covering approximately 20,000 citizens in 5,000 households. Outcome measures focused on overall schooling outcome, future employment and earnings, and nutritional status. Principal findings indicated that preschool attendance had a positive and significant impact on the average years of schooling attained, there was a direct and indirect positive impact on future earnings for men only, the impact on nutritional status was relatively weak, the benefit-cost ratio was higher than that for most industrial and agricultural projects, and there was a positive effect on grade repetition. Access to preschool and day care services was related to child's age, region, and family income. Per-student spending at preschool levels is substantially lower than other educational levels. The wealthy receive a disproportionate share of public preschool and day care expenditures. Policy recommendations include strengthening preschool finances to increase enrollments and efficiency, improving preschool access to the poorest children, and combining preschool with other ECD services. (Includes details of national education plans for preschool education. Contains 91 references, 21 figures, 11 tables, and 3 boxes.) (KB)
Descriptors: Comparative Analysis, Developing Nations, Early Intervention, Followup Studies, Foreign Countries, Outcomes of Education, Poverty, Preschool Children, Preschool Education, Program Evaluation, Public Policy, Sex Differences
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Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: World Bank, Washington, DC. Latin America and the Caribbean Region.
Identifiers - Location: Brazil