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ERIC Number: EJ1147934
Record Type: Journal
Publication Date: 2017
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
Early Childhood Care and Education and School Readiness in Zambia
McCoy, Dana Charles; Zuilkowski, Stephanie Simmons; Yoshikawa, Hirokazu; Fink, Günther
Journal of Research on Educational Effectiveness, v10 n3 p482-506 2017
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.
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: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zambia