The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia

This article examines the relationship between preschool quality and children’s early development in a sample of over 7900 children enrolled in 578 preschools in rural Indonesia. Quality was measured by: (1) classroom observations using the Early Childhood Environment Rating Scale-Revised (ECERS-R);...

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Main Authors:	Brinkman, Sally Anne, Hasan, Amer, Jung, Haeil, Kinnell, Angela, Nakajima, Nozomi, Pradhan, Menno
Format:	Journal Article
Language:	en_US
Published:	Taylor and Francis 2017
Subjects:	EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD DEVELOPMENT TEACHING QUALITY PLAYGROUPS KINDERGARTEN CLASSROOMS TEACHERS PRESCHOOL EARLY DEVELOPMENT INSTRUMENT
Online Access:	http://hdl.handle.net/10986/27671

id	okr-10986-27671
recordtype	oai_dc
spelling	okr-10986-276712021-05-25T10:54:42Z 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 CHILDHOOD EDUCATION EARLY CHILDHOOD DEVELOPMENT TEACHING QUALITY PLAYGROUPS KINDERGARTEN CLASSROOMS TEACHERS PRESCHOOL EARLY DEVELOPMENT INSTRUMENT This article examines the relationship between preschool quality and children’s early development in a sample of over 7900 children enrolled in 578 preschools in rural Indonesia. Quality was measured by: (1) classroom observations using the Early Childhood Environment Rating Scale-Revised (ECERS-R); (2) teacher characteristics; and (3) structural characteristics of preschools. Children’s development was measured using the Early Development Instrument (EDI). The article proposes two methodological improvements to preschool quality studies. First, an instrumental variable approach is used to correct for measurement error. Second, ECERS-R is adjusted to the local context by contrasting items with Indonesia’s national preschool standards. Results show that observed classroom quality is a significant and meaningful positive predictor of children’s development once models correct for measurement error and apply a locally-adapted measure of classroom quality. In contrast, teacher characteristics and structural characteristics are not significant predictors of child development, while holding observed classroom quality constant. 2017-08-08T16:50:22Z 2017-08-08T16:50:22Z 2017-06-11 Journal Article European Early Childhood Education Research Journal 1350-293X http://hdl.handle.net/10986/27671 en_US CC BY-NC-ND 3.0 IGO http://creativecommons.org/licenses/by-nc-nd/3.0/igo World Bank Taylor and Francis Publications & Research :: Journal Article Publications & Research East Asia and Pacific Indonesia
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	en_US
topic	EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD DEVELOPMENT TEACHING QUALITY PLAYGROUPS KINDERGARTEN CLASSROOMS TEACHERS PRESCHOOL EARLY DEVELOPMENT INSTRUMENT
spellingShingle	EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD DEVELOPMENT TEACHING QUALITY PLAYGROUPS KINDERGARTEN CLASSROOMS TEACHERS PRESCHOOL EARLY DEVELOPMENT INSTRUMENT 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
description	This article examines the relationship between preschool quality and children’s early development in a sample of over 7900 children enrolled in 578 preschools in rural Indonesia. Quality was measured by: (1) classroom observations using the Early Childhood Environment Rating Scale-Revised (ECERS-R); (2) teacher characteristics; and (3) structural characteristics of preschools. Children’s development was measured using the Early Development Instrument (EDI). The article proposes two methodological improvements to preschool quality studies. First, an instrumental variable approach is used to correct for measurement error. Second, ECERS-R is adjusted to the local context by contrasting items with Indonesia’s national preschool standards. Results show that observed classroom quality is a significant and meaningful positive predictor of children’s development once models correct for measurement error and apply a locally-adapted measure of classroom quality. In contrast, teacher characteristics and structural characteristics are not significant predictors of child development, while holding observed classroom quality constant.
format	Journal Article
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	Taylor and Francis
publishDate	2017
url	http://hdl.handle.net/10986/27671
_version_	1764465854670438400

The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia

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