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Global access to preschool has increased dramatically yet preschool quality is often poor. We use a randomized controlled trial to evaluate two approaches to improving the quality of Colombian preschools. We find that the first, which was rolled out nationwide and provides additional resources for materials and new staff, did not benefit children’s development and, unintentionally, led teachers to reduce their involvement in classroom activities. The second approach additionally trains teachers to improve their pedagogical methods. We find this addition offset the negative effects on teacher behavior, improved the quality of teaching and raised children’s cognition, language and school readiness.
Authors
CPP Co-Director
Orazio is an International Research Fellow at the IFS, a Professor at Yale and a Research Associate at the National Bureau of Economic Research.
Research Associate
Marta is a Research Associate, working at the Centre for Evaluation of Development Policies at IFS and at the Inter-American Development.
Universidad de los Andes
Research Fellow
Alison is a Senior Research Economist of our Institute with research interests in the economics of gender, marriage and education.
Deputy Research Director
Sonya Krutikova is an Associate Professor of Economics at Manchester University and IFS Deputy Research Director.
Lina Cardona Sosa
Working Paper details
- DOI
- 10.1920/wp.ifs.2019.1923
- Publisher
- The IFS
Suggested citation
Andrew, A et al. (2019). Preschool quality and child development. London: The IFS. Available at: https://ifs.org.uk/publications/preschool-quality-and-child-development (accessed: 25 April 2024).
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