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Relative importance of early childhood development domains for schooling progression: Longitudinal Evidence from the Zambia Early Childhood Development Project

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Listed:
  • Onyango, Silas
  • Zuilkowski, Stephanie Simmons
  • Kitsao-Wekulo, Patricia
  • Nkumbula, Nampaka
  • Utzinger, Jürg
  • Fink, Günther

Abstract

While the effects of early childhood development on later educational outcomes have been widely studied in western countries, rigorous evidence from sub-Saharan African countries is limited. This longitudinal study uses Zambian children’s developmental outcomes at age six as predictors of educational enrollment and attainment at age 15. Fine motor, receptive language, and early literacy skills were most strongly associated with on-track enrollment. Fine motor skills were most predictive of enrollment. Cognitive, socio-emotional, and executive functioning skills predicted grade repetition. Overall, the results suggest substantial heterogeneity in the associations between domains of early childhood development and adolescent schooling outcomes in Zambia.

Suggested Citation

  • Onyango, Silas & Zuilkowski, Stephanie Simmons & Kitsao-Wekulo, Patricia & Nkumbula, Nampaka & Utzinger, Jürg & Fink, Günther, 2021. "Relative importance of early childhood development domains for schooling progression: Longitudinal Evidence from the Zambia Early Childhood Development Project," International Journal of Educational Development, Elsevier, vol. 85(C).
    • Handle: RePEc:eee:injoed:v:85:y:2021:i:c:s0738059321000985
    DOI: 10.1016/j.ijedudev.2021.102445
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