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  • 1
    Online Resource
    Online Resource
    The Impact of Expanding Access to Early Childhood Services in Rural Indonesia : Evidence from Two Cohorts of Children (2015)
    Washington, D.C : The World Bank
    Details
    UID:
    b3kat_BV048269751
    Format: 1 Online-Ressource (61 p)
    Series Statement: World Bank E-Library Archive
    Content: This paper uses three waves of longitudinal data to examine the impact of expanding access to preschool services in rural areas of Indonesia on two cohorts of children. One cohort was children aged 4 at the start of the project and was immediately eligible for project-provided services when they began operation in 2009. The other cohort was children aged 1 at the start of the project and became eligible for project-provided services two years later. The paper presents intent-to-treat estimates of impact in the short term (first year of the project) and medium term (three years after the project started), using experimental and quasi-experimental methods. For the cohort of 4-year-olds, while the magnitude of the enrollment impact is similar across children from different backgrounds, the impact on child outcomes is larger for children from more disadvantaged backgrounds in the short and medium terms. However, for this cohort of children, it seems that project-provided playgroups encouraged substitution away from existing kindergartens, suggesting that future interventions should incorporate such possibilities into their design. For the average child in the younger cohort, the project led to improvements in physical health and well-being as well as language and cognitive development. For this cohort, there is little evidence of differential impact. This can be explained by the fact that children who enrolled soon after the centers opened (the older cohort) were generally poorer, compared with children who enrolled later (the younger cohort). This may be because of fee increases in project centers as project funding ended
    Additional Edition: Erscheint auch als Druck-Ausgabe Brinkman, Sally Anne The Impact of Expanding Access to Early Childhood Services in Rural Indonesia: Evidence from Two Cohorts of Children Washington, D.C : The World Bank, 2015
    Language: English
    DOI: 10.1596/1813-9450-7372
    URL: Volltext  (URL des Erstveröffentlichers)
    URL: Volltext  (Deutschlandweit zugänglich)
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Online Access
    Open Access Request
    UB Potsdam
    EUV Frankfurt
    HTW Berlin
    MPI Bildungsforschung
  • 2
    Online Resource
    Online Resource
    The Impact of Expanding Access to Early Childhood Services in Rural Indonesia : Evidence from Two Cohorts of Children. (2015)
    Washington, D.C. :The World Bank,
    Details
    UID:
    edoccha_9958246538102883
    Format: 1 online resource (61 pages)
    Series Statement: Policy research working papers.
    Content: This paper uses three waves of longitudinal data to examine the impact of expanding access to preschool services in rural areas of Indonesia on two cohorts of children. One cohort was children aged 4 at the start of the project and was immediately eligible for project-provided services when they began operation in 2009. The other cohort was children aged 1 at the start of the project and became eligible for project-provided services two years later. The paper presents intent-to-treat estimates of impact in the short term (first year of the project) and medium term (three years after the project started), using experimental and quasi-experimental methods. For the cohort of 4-year-olds, while the magnitude of the enrollment impact is similar across children from different backgrounds, the impact on child outcomes is larger for children from more disadvantaged backgrounds in the short and medium terms. However, for this cohort of children, it seems that project-provided playgroups encouraged substitution away from existing kindergartens, suggesting that future interventions should incorporate such possibilities into their design. For the average child in the younger cohort, the project led to improvements in physical health and well-being as well as language and cognitive development. For this cohort, there is little evidence of differential impact. This can be explained by the fact that children who enrolled soon after the centers opened (the older cohort) were generally poorer, compared with children who enrolled later (the younger cohort). This may be because of fee increases in project centers as project funding ended.
    Language: English
    DOI: 10.1596/1813-9450-7372
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Open Access Request
    Charité
  • 3
    Online Resource
    Online Resource
    The Impact of Expanding Access to Early Childhood Services in Rural Indonesia : Evidence from Two Cohorts of Children. (2015)
    Washington, D.C. :The World Bank,
    Details
    UID:
    edocfu_9958246538102883
    Format: 1 online resource (61 pages)
    Series Statement: Policy research working papers.
    Content: This paper uses three waves of longitudinal data to examine the impact of expanding access to preschool services in rural areas of Indonesia on two cohorts of children. One cohort was children aged 4 at the start of the project and was immediately eligible for project-provided services when they began operation in 2009. The other cohort was children aged 1 at the start of the project and became eligible for project-provided services two years later. The paper presents intent-to-treat estimates of impact in the short term (first year of the project) and medium term (three years after the project started), using experimental and quasi-experimental methods. For the cohort of 4-year-olds, while the magnitude of the enrollment impact is similar across children from different backgrounds, the impact on child outcomes is larger for children from more disadvantaged backgrounds in the short and medium terms. However, for this cohort of children, it seems that project-provided playgroups encouraged substitution away from existing kindergartens, suggesting that future interventions should incorporate such possibilities into their design. For the average child in the younger cohort, the project led to improvements in physical health and well-being as well as language and cognitive development. For this cohort, there is little evidence of differential impact. This can be explained by the fact that children who enrolled soon after the centers opened (the older cohort) were generally poorer, compared with children who enrolled later (the younger cohort). This may be because of fee increases in project centers as project funding ended.
    Language: English
    DOI: 10.1596/1813-9450-7372
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Open Access Request
    FU Berlin
  • 4
    Online Resource
    Online Resource
    The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia (2017)
    Taylor and Francis
    Details
    UID:
    gbv_1780662955
    Format: 1 Online-Ressource
    Content: 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
    Note: East Asia and Pacific , Indonesia , en_US
    Language: English
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
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    Online Resource
    Stabi Berlin
  • 5
    Online Resource
    Online Resource
    The Role of Preschool Quality in Promoting Child Development : Evidence from Rural Indonesia (2016)
    World Bank, Washington, DC
    Details
    UID:
    gbv_1759654604
    Format: 1 Online-Ressource
    Series Statement: Policy Research Working Paper No. 7529
    Content: 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
    Note: East Asia and Pacific , Indonesia , English , en_US
    Language: English
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
  • 6
    Online Resource
    Online Resource
    The Impact of Expanding Access to Early Childhood Services in Rural Indonesia : Evidence from Two Cohorts of Children (2015)
    World Bank, Washington, DC
    Details
    UID:
    gbv_1759657735
    Format: 1 Online-Ressource
    Series Statement: Policy Research Working Paper No. 7372
    Content: This paper uses three waves of longitudinal data to examine the impact of expanding access to preschool services in rural areas of Indonesia on two cohorts of children. One cohort was children aged 4 at the start of the project and was immediately eligible for project-provided services when they began operation in 2009. The other cohort was children aged 1 at the start of the project and became eligible for project-provided services two years later. The paper presents intent-to-treat estimates of impact in the short term (first year of the project) and medium term (three years after the project started), using experimental and quasi-experimental methods. For the cohort of 4-year-olds, while the magnitude of the enrollment impact is similar across children from different backgrounds, the impact on child outcomes is larger for children from more disadvantaged backgrounds in the short and medium terms. However, for this cohort of children, it seems that project-provided playgroups encouraged substitution away from existing kindergartens, suggesting that future interventions should incorporate such possibilities into their design. For the average child in the younger cohort, the project led to improvements in physical health and well-being as well as language and cognitive development. For this cohort, there is little evidence of differential impact. This can be explained by the fact that children who enrolled soon after the centers opened (the older cohort) were generally poorer, compared with children who enrolled later (the younger cohort). This may be because of fee increases in project centers as project funding ended
    Note: East Asia and Pacific , Indonesia , English , en_US
    Language: English
    URL: kostenfrei
    URL: kostenfrei
    Library Location Call Number Volume/Issue/Year Availability
    BibTip Others were also interested in ...
    Online Resource
    Stabi Berlin
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