The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia
This paper reports on the quality of early childhood education in rural Indonesia. On average, the paper finds that centers created under the Indonesia Early Childhood Education and Development Project provide higher quality services than other typ...
| Main Authors: | , , , , , |
|---|---|
| Format: | Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2016
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2016/01/25737637/role-preschool-quality-promoting-child-development-evidence-rural-indonesia http://hdl.handle.net/10986/23629 |
| id |
okr-10986-23629 |
|---|---|
| recordtype |
oai_dc |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
EARLY EDUCATION SKILLS ACADEMIC SKILLS EARLY CHILDHOOD CLASSROOM EDUCATION EXPERIENCES SCHOOL TEACHERS SCHOOL READINESS TEACHERS CLASS TIME TRAINING FOR TEACHERS EARLY LEARNING CHILD CARE CENTERS SCHOOLING PRESCHOOL CENTERS NUMERACY GROUPS HIGHER LEVELS OF EDUCATION EDUCATION POLICY LEVELS OF EDUCATION ECERS HIGH SCHOOL TEACHER TRAINING PROGRAMS EDUCATION OUTCOMES HIGHER EDUCATION ACCESS TO PRESCHOOL TEACHER QUALIFICATIONS PRIMARY GRADES PRESCHOOL CHILDREN CARE CENTERS TRAINING PROGRAMS ADULTS TEACHER QUALIFICATION PRESCHOOL CURRICULUM KNOWLEDGE QUALITY EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD PROGRAMS JUNIOR SECONDARY LEARNING ENVIRONMENT COGNITIVE DEVELOPMENT EARLY CHILDHOOD INTERVENTIONS CHILDHOOD EDUCATION TRAINING TEACHER TRAINING EDUCATORS INTERACTIVE LEARNING SOCIAL SKILLS STUDENT INTERACTIONS EDUCATIONAL ENVIRONMENT ACADEMIC ACHIEVEMENT REGULAR TEACHER CHILD DEVELOPMENT SECONDARY SCHOOL STUDENT OUTCOMES HIGH SCHOOL DIPLOMA STUDENT ACHIEVEMENT LEARNING SCHOOL QUALITY TEACHER SALARIES PLAYGROUPS PRIMARY SCHOOL REASONING TEACHING CHILD CARE DEVELOPMENTAL PSYCHOLOGY KINDERGARTEN READING KINDERGARTENS SPECIAL NEEDS CHILDREN CLASSROOM TEACHER TEACHER EDUCATION SCIENCE SOCIAL COMPETENCE CHILDREN WITH DISABILITIES SCHOOLS EDUCATION SERVICES LEARNING OUTCOMES CHILDHOOD QUALITY STANDARDS SPECIAL NEEDS EARLY CHILDHOOD EDUCATION STUDENT DATA EARLY CHILDHOOD CLASSROOM QUALITY PRESCHOOL EDUCATION CLASS SIZE CLASSROOM ACTIVITIES LEARNING ENVIRONMENTS PRESCHOOLS ELEMENTARY SCHOOL SOCIAL WELFARE CURRICULUM TEACHER TEACHER RATIO FREE PLAY EDUCATION PROGRAMS COGNITIVE SKILLS CHILDREN LEVEL OF EDUCATION EDUCATION EDUCATION PERSONNEL EARLY INTERVENTION LANGUAGE DEVELOPMENT RURAL AREAS INSTRUCTION GIRLS STUDENTS EARLY CHILDHOOD ENVIRONMENT RATING SCALE COMMUNICATION INTERVENTIONS NUMBER OF STUDENTS PRIMARY EDUCATION EDUCATION COMMUNITY CLASSROOM CLASSROOMS SCHOOL NUMBER OF TEACHERS SECONDARY EDUCATION EARLY CHILD CARE HUMAN DEVELOPMENT |
| spellingShingle |
EARLY EDUCATION SKILLS ACADEMIC SKILLS EARLY CHILDHOOD CLASSROOM EDUCATION EXPERIENCES SCHOOL TEACHERS SCHOOL READINESS TEACHERS CLASS TIME TRAINING FOR TEACHERS EARLY LEARNING CHILD CARE CENTERS SCHOOLING PRESCHOOL CENTERS NUMERACY GROUPS HIGHER LEVELS OF EDUCATION EDUCATION POLICY LEVELS OF EDUCATION ECERS HIGH SCHOOL TEACHER TRAINING PROGRAMS EDUCATION OUTCOMES HIGHER EDUCATION ACCESS TO PRESCHOOL TEACHER QUALIFICATIONS PRIMARY GRADES PRESCHOOL CHILDREN CARE CENTERS TRAINING PROGRAMS ADULTS TEACHER QUALIFICATION PRESCHOOL CURRICULUM KNOWLEDGE QUALITY EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD PROGRAMS JUNIOR SECONDARY LEARNING ENVIRONMENT COGNITIVE DEVELOPMENT EARLY CHILDHOOD INTERVENTIONS CHILDHOOD EDUCATION TRAINING TEACHER TRAINING EDUCATORS INTERACTIVE LEARNING SOCIAL SKILLS STUDENT INTERACTIONS EDUCATIONAL ENVIRONMENT ACADEMIC ACHIEVEMENT REGULAR TEACHER CHILD DEVELOPMENT SECONDARY SCHOOL STUDENT OUTCOMES HIGH SCHOOL DIPLOMA STUDENT ACHIEVEMENT LEARNING SCHOOL QUALITY TEACHER SALARIES PLAYGROUPS PRIMARY SCHOOL REASONING TEACHING CHILD CARE DEVELOPMENTAL PSYCHOLOGY KINDERGARTEN READING KINDERGARTENS SPECIAL NEEDS CHILDREN CLASSROOM TEACHER TEACHER EDUCATION SCIENCE SOCIAL COMPETENCE CHILDREN WITH DISABILITIES SCHOOLS EDUCATION SERVICES LEARNING OUTCOMES CHILDHOOD QUALITY STANDARDS SPECIAL NEEDS EARLY CHILDHOOD EDUCATION STUDENT DATA EARLY CHILDHOOD CLASSROOM QUALITY PRESCHOOL EDUCATION CLASS SIZE CLASSROOM ACTIVITIES LEARNING ENVIRONMENTS PRESCHOOLS ELEMENTARY SCHOOL SOCIAL WELFARE CURRICULUM TEACHER TEACHER RATIO FREE PLAY EDUCATION PROGRAMS COGNITIVE SKILLS CHILDREN LEVEL OF EDUCATION EDUCATION EDUCATION PERSONNEL EARLY INTERVENTION LANGUAGE DEVELOPMENT RURAL AREAS INSTRUCTION GIRLS STUDENTS EARLY CHILDHOOD ENVIRONMENT RATING SCALE COMMUNICATION INTERVENTIONS NUMBER OF STUDENTS PRIMARY EDUCATION EDUCATION COMMUNITY CLASSROOM CLASSROOMS SCHOOL NUMBER OF TEACHERS SECONDARY EDUCATION EARLY CHILD CARE HUMAN DEVELOPMENT Brinkman, Sally Anne Hasan, Amer Jung, Haeil Kinnell, Angela Nakajima, Nozomi Pradhan, Menno The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia |
| geographic_facet |
East Asia and Pacific Indonesia |
| relation |
Policy Research Working Paper;No. 7529 |
| description |
This paper reports on the quality of
early childhood education in rural Indonesia. On average,
the paper finds that centers created under the Indonesia
Early Childhood Education and Development Project provide
higher quality services than other types of preschools, as
measured by a comprehensive instrument of preschool quality
based on direct observation of classrooms in session (the
Early Childhood Environment Rating Scale-Revised). The paper
also examines the relationship between preschool quality and
childrens early development using three commonly applied
measures of quality: (i) the Early Childhood Environment
Rating Scale-Revised; (ii) teacher characteristics; and
(iii) structural characteristics of preschool services, such
as their size and amount of class time. First, correcting
for measurement error using an instrumental variables
approach, the findings suggest that preschool quality is a
significant and meaningful positive predictor of childrens
developmental outcomes. Second, the findings for teacher
characteristics are mixed, suggesting that policies focused
solely on hiring teachers based on experience and training
will be insufficient to improve childrens learning. Instead,
policies must address the quality of professional
development activities for teachers. Third, the amount of
class time spent in early childhood programs is a
significant positive predictor of children’s developmental
outcomes. This suggests that in rural Indonesia—where early
childhood programs are relatively low dose—children are
likely to benefit from attending longer hours of preschool,
either playgroups or kindergartens. Lastly, the paper
compares items in the Early Childhood Environment Rating
Scale-Revised with Indonesias national minimum service
standards for early childhood education and development, and
finds that the relationship between this alternative,
context-appropriate measure of preschool quality and
children’s development outcomes strongly corroborates the
earlier conclusions. |
| format |
Working Paper |
| author |
Brinkman, Sally Anne Hasan, Amer Jung, Haeil Kinnell, Angela Nakajima, Nozomi Pradhan, Menno |
| author_facet |
Brinkman, Sally Anne Hasan, Amer Jung, Haeil Kinnell, Angela Nakajima, Nozomi Pradhan, Menno |
| author_sort |
Brinkman, Sally Anne |
| title |
The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia |
| title_short |
The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia |
| title_full |
The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia |
| title_fullStr |
The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia |
| title_full_unstemmed |
The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia |
| title_sort |
role of preschool quality in promoting child development : evidence from rural indonesia |
| publisher |
World Bank, Washington, DC |
| publishDate |
2016 |
| url |
http://documents.worldbank.org/curated/en/2016/01/25737637/role-preschool-quality-promoting-child-development-evidence-rural-indonesia http://hdl.handle.net/10986/23629 |
| _version_ |
1764454376114487296 |
| spelling |
okr-10986-236292021-04-23T14:04:16Z The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia Brinkman, Sally Anne Hasan, Amer Jung, Haeil Kinnell, Angela Nakajima, Nozomi Pradhan, Menno EARLY EDUCATION SKILLS ACADEMIC SKILLS EARLY CHILDHOOD CLASSROOM EDUCATION EXPERIENCES SCHOOL TEACHERS SCHOOL READINESS TEACHERS CLASS TIME TRAINING FOR TEACHERS EARLY LEARNING CHILD CARE CENTERS SCHOOLING PRESCHOOL CENTERS NUMERACY GROUPS HIGHER LEVELS OF EDUCATION EDUCATION POLICY LEVELS OF EDUCATION ECERS HIGH SCHOOL TEACHER TRAINING PROGRAMS EDUCATION OUTCOMES HIGHER EDUCATION ACCESS TO PRESCHOOL TEACHER QUALIFICATIONS PRIMARY GRADES PRESCHOOL CHILDREN CARE CENTERS TRAINING PROGRAMS ADULTS TEACHER QUALIFICATION PRESCHOOL CURRICULUM KNOWLEDGE QUALITY EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD PROGRAMS JUNIOR SECONDARY LEARNING ENVIRONMENT COGNITIVE DEVELOPMENT EARLY CHILDHOOD INTERVENTIONS CHILDHOOD EDUCATION TRAINING TEACHER TRAINING EDUCATORS INTERACTIVE LEARNING SOCIAL SKILLS STUDENT INTERACTIONS EDUCATIONAL ENVIRONMENT ACADEMIC ACHIEVEMENT REGULAR TEACHER CHILD DEVELOPMENT SECONDARY SCHOOL STUDENT OUTCOMES HIGH SCHOOL DIPLOMA STUDENT ACHIEVEMENT LEARNING SCHOOL QUALITY TEACHER SALARIES PLAYGROUPS PRIMARY SCHOOL REASONING TEACHING CHILD CARE DEVELOPMENTAL PSYCHOLOGY KINDERGARTEN READING KINDERGARTENS SPECIAL NEEDS CHILDREN CLASSROOM TEACHER TEACHER EDUCATION SCIENCE SOCIAL COMPETENCE CHILDREN WITH DISABILITIES SCHOOLS EDUCATION SERVICES LEARNING OUTCOMES CHILDHOOD QUALITY STANDARDS SPECIAL NEEDS EARLY CHILDHOOD EDUCATION STUDENT DATA EARLY CHILDHOOD CLASSROOM QUALITY PRESCHOOL EDUCATION CLASS SIZE CLASSROOM ACTIVITIES LEARNING ENVIRONMENTS PRESCHOOLS ELEMENTARY SCHOOL SOCIAL WELFARE CURRICULUM TEACHER TEACHER RATIO FREE PLAY EDUCATION PROGRAMS COGNITIVE SKILLS CHILDREN LEVEL OF EDUCATION EDUCATION EDUCATION PERSONNEL EARLY INTERVENTION LANGUAGE DEVELOPMENT RURAL AREAS INSTRUCTION GIRLS STUDENTS EARLY CHILDHOOD ENVIRONMENT RATING SCALE COMMUNICATION INTERVENTIONS NUMBER OF STUDENTS PRIMARY EDUCATION EDUCATION COMMUNITY CLASSROOM CLASSROOMS SCHOOL NUMBER OF TEACHERS SECONDARY EDUCATION EARLY CHILD CARE HUMAN DEVELOPMENT This paper reports on the quality of early childhood education in rural Indonesia. On average, the paper finds that centers created under the Indonesia Early Childhood Education and Development Project provide higher quality services than other types of preschools, as measured by a comprehensive instrument of preschool quality based on direct observation of classrooms in session (the Early Childhood Environment Rating Scale-Revised). The paper also examines the relationship between preschool quality and childrens early development using three commonly applied measures of quality: (i) the Early Childhood Environment Rating Scale-Revised; (ii) teacher characteristics; and (iii) structural characteristics of preschool services, such as their size and amount of class time. First, correcting for measurement error using an instrumental variables approach, the findings suggest that preschool quality is a significant and meaningful positive predictor of childrens developmental outcomes. Second, the findings for teacher characteristics are mixed, suggesting that policies focused solely on hiring teachers based on experience and training will be insufficient to improve childrens learning. Instead, policies must address the quality of professional development activities for teachers. Third, the amount of class time spent in early childhood programs is a significant positive predictor of children’s developmental outcomes. This suggests that in rural Indonesia—where early childhood programs are relatively low dose—children are likely to benefit from attending longer hours of preschool, either playgroups or kindergartens. Lastly, the paper compares items in the Early Childhood Environment Rating Scale-Revised with Indonesias national minimum service standards for early childhood education and development, and finds that the relationship between this alternative, context-appropriate measure of preschool quality and children’s development outcomes strongly corroborates the earlier conclusions. 2016-01-12T22:23:57Z 2016-01-12T22:23:57Z 2016-01 Working Paper http://documents.worldbank.org/curated/en/2016/01/25737637/role-preschool-quality-promoting-child-development-evidence-rural-indonesia http://hdl.handle.net/10986/23629 English en_US Policy Research Working Paper;No. 7529 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research East Asia and Pacific Indonesia |