Combining Preschool Teacher Training with Parenting Education : A Cluster-Randomized Controlled Trial

This paper evaluates a government program in Malawi, which aimed to improve quality at community-based childcare centers and complemented these efforts with a group-based parenting support program. Children in the integrated intervention arm (teach...

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Main Authors:	Ozler, Berk, Fernald, Lia C. H., Kariger, Patricia, McConnell, Christin, Neuman, Michelle, Fraga, Eduardo
Format:	Working Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2016
Subjects:	early childhood development parenting education preschool teacher training
Online Access:	http://documents.worldbank.org/curated/en/2016/09/26781359/combining-preschool-teacher-training-parenting-education-cluster-randomized-controlled-trial http://hdl.handle.net/10986/25130

id	okr-10986-25130
recordtype	oai_dc
spelling	okr-10986-251302021-04-23T14:04:29Z Combining Preschool Teacher Training with Parenting Education : A Cluster-Randomized Controlled Trial Ozler, Berk Fernald, Lia C. H. Kariger, Patricia McConnell, Christin Neuman, Michelle Fraga, Eduardo early childhood development parenting education preschool teacher training This paper evaluates a government program in Malawi, which aimed to improve quality at community-based childcare centers and complemented these efforts with a group-based parenting support program. Children in the integrated intervention arm (teacher training and parenting) had significantly higher scores in measures of language and socio-emotional development than children in centers receiving teacher training alone at the 18-month follow-up. However, the study finds no effects on child assessments at the 36-month follow-up. Significant improvements at the centers relating to classroom organization and teacher behavior in the teacher-training only arm did not translate into improvements in child outcomes at either follow-up. The findings suggest that, in resource-poor settings with informal preschools, programs that integrate parenting support within preschools may be more effective than programs that simply improve classroom quality. 2016-10-07T19:52:19Z 2016-10-07T19:52:19Z 2016-09 Working Paper http://documents.worldbank.org/curated/en/2016/09/26781359/combining-preschool-teacher-training-parenting-education-cluster-randomized-controlled-trial http://hdl.handle.net/10986/25130 English en_US Policy Research working paper,no. WPS 7817,Impact Evaluation series; Policy Research Working Paper;No. 7817 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Africa Malawi
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 childhood development parenting education preschool teacher training
spellingShingle	early childhood development parenting education preschool teacher training Ozler, Berk Fernald, Lia C. H. Kariger, Patricia McConnell, Christin Neuman, Michelle Fraga, Eduardo Combining Preschool Teacher Training with Parenting Education : A Cluster-Randomized Controlled Trial
geographic_facet	Africa Malawi
relation	Policy Research working paper,no. WPS 7817,Impact Evaluation series;
description	This paper evaluates a government program in Malawi, which aimed to improve quality at community-based childcare centers and complemented these efforts with a group-based parenting support program. Children in the integrated intervention arm (teacher training and parenting) had significantly higher scores in measures of language and socio-emotional development than children in centers receiving teacher training alone at the 18-month follow-up. However, the study finds no effects on child assessments at the 36-month follow-up. Significant improvements at the centers relating to classroom organization and teacher behavior in the teacher-training only arm did not translate into improvements in child outcomes at either follow-up. The findings suggest that, in resource-poor settings with informal preschools, programs that integrate parenting support within preschools may be more effective than programs that simply improve classroom quality.
format	Working Paper
author	Ozler, Berk Fernald, Lia C. H. Kariger, Patricia McConnell, Christin Neuman, Michelle Fraga, Eduardo
author_facet	Ozler, Berk Fernald, Lia C. H. Kariger, Patricia McConnell, Christin Neuman, Michelle Fraga, Eduardo
author_sort	Ozler, Berk
title	Combining Preschool Teacher Training with Parenting Education : A Cluster-Randomized Controlled Trial
title_short	Combining Preschool Teacher Training with Parenting Education : A Cluster-Randomized Controlled Trial
title_full	Combining Preschool Teacher Training with Parenting Education : A Cluster-Randomized Controlled Trial
title_fullStr	Combining Preschool Teacher Training with Parenting Education : A Cluster-Randomized Controlled Trial
title_full_unstemmed	Combining Preschool Teacher Training with Parenting Education : A Cluster-Randomized Controlled Trial
title_sort	combining preschool teacher training with parenting education : a cluster-randomized controlled trial
publisher	World Bank, Washington, DC
publishDate	2016
url	http://documents.worldbank.org/curated/en/2016/09/26781359/combining-preschool-teacher-training-parenting-education-cluster-randomized-controlled-trial http://hdl.handle.net/10986/25130
_version_	1764458573751910400

Combining Preschool Teacher Training with Parenting Education : A Cluster-Randomized Controlled Trial

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