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ERIC Number: EJ1132304
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0300-4430
Effective Interventions to Strengthen Early Language and Literacy Skills in Low-Income Countries: Comparison of a Family-Focused Approach and a Pre-Primary Programme in Ethiopia
Borisova, Ivelina; Pisani, Lauren; Dowd, Amy Jo; Lin, Hsiao-Chen
Early Child Development and Care, v187 n3-4 p655-671 2017
Globally, governments as well as international and donor organizations are increasingly emphasizing the need for investment in effective early childhood programmes that can provide an equitable start for all children. Research is scant, however, on the effectiveness of different interventions supporting early language as well as broader school readiness skills in low-income countries. This paper aims to contribute to the literature by comparing the impact of two interventions with high potential for scale-up in Ethiopia: (1) a one-year pre-primary classroom-based model run by the government and (2) a family-based model that engages parents and caregivers in bolstering early language and overall school-readiness skills at home through simple games, in lieu of a standard centre-based programme. No significant differences were found between the gains made by children in the family-based program and the children in the standard pre-primary classes in terms of early literacy, early math, socio-emotional development as well as overall school readiness.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia