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Preschool and child development under extreme poverty : evidence from a randomized experiment in rural Mozambique (English)

This study analyzed the impact of a community-based preschool program on child development and schooling outcomes in high-poverty areas of rural Mozambique. Preschools were randomly assigned to 30 of 76 eligible communities. Using a panel survey of 2,000 households with preschool aged children, the study found that children who attended preschool experienced gains in cognitive development, communication, fine motor skills, and socio-emotional skills, scoring 0.33 standard deviations higher on a child development screening test. Preschoolers were 21 percentage points more likely to be enrolled in primary school, 14.9 percentage points more likely to enroll at the appropriate age, and had higher cognitive and communication scores in first grade. Treatment effects were generally larger for children from vulnerable households, those with higher initial development levels, and those with longer exposure to treatment. The preschool intervention also generated positive spillovers by increasing the school enrollment of older siblings and labor supply of adult caregivers. At a cost of approximately $3 per child per month, community-led preschools have the potential to be a cost-effective policy option for helping children meet their development potential even in the most resource deprived parts of the world.

Details

  • Author

    Martinez,Sebastian, Naudeau,Sophie, Pereira,Vitor Azevedo

  • Document Date

    2017/12/22

  • Document Type

    Policy Research Working Paper

  • Report Number

    WPS8290

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Mozambique,

  • Region

    Africa,

  • Disclosure Date

    2017/12/22

  • Disclosure Status

    Disclosed

  • Doc Name

    Preschool and child development under extreme poverty : evidence from a randomized experiment in rural Mozambique

  • Keywords

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Citation

Martinez,Sebastian Naudeau,Sophie Pereira,Vitor Azevedo

Preschool and child development under extreme poverty : evidence from a randomized experiment in rural Mozambique (English). Policy Research working paper,no. WPS 8290,Impact Evaluation series Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/756171513961080112/Preschool-and-child-development-under-extreme-poverty-evidence-from-a-randomized-experiment-in-rural-Mozambique