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Combining preschool teacher training with parenting education : a cluster-randomized controlled trial

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  • Ozler,Berk
  • Fernald,Lia C. H.
  • Kariger,Patricia Karol
  • Mcconnell,Christin
  • Neuman,Michelle J.
  • Pinheiro Fraga,Eduardo

Abstract

This paper evaluates a government program in Malawi, which aimed to improve quality at community-based childcare centers and complemented these efforts with a group-based parenting support program. Children in the integrated intervention arm (teacher training and parenting) had significantly higher scores in measures of language and socio-emotional development than children in centers receiving teacher training alone at the 18-month follow-up. However, the study finds no effects on child assessments at the 36-month follow-up. Significant improvements at the centers relating to classroom organization and teacher behavior in the teacher-training only arm did not translate into improvements in child outcomes at either follow-up. The findings suggest that, in resource-poor settings with informal preschools, programs that integrate parenting support within preschools may be more effective than programs that simply improve classroom quality.

Suggested Citation

  • Ozler,Berk & Fernald,Lia C. H. & Kariger,Patricia Karol & Mcconnell,Christin & Neuman,Michelle J. & Pinheiro Fraga,Eduardo, 2016. "Combining preschool teacher training with parenting education : a cluster-randomized controlled trial," Policy Research Working Paper Series 7817, The World Bank.
  • Handle: RePEc:wbk:wbrwps:7817
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    Cited by:

    1. Alison Andrew & Orazio Attanasio & Raquel Bernal & Lina Cardona Sosa & Sonya Krutikova & Marta Rubio-Codina, 2019. "Preschool Quality and Child Development," NBER Working Papers 26191, National Bureau of Economic Research, Inc.
    2. Morabito, Christian & Van de gaer, Dirk & Figueroa, José Luis & Vandenbroeck, Michel, 2018. "Effects of high versus low-quality preschool education: A longitudinal study in Mauritius," Economics of Education Review, Elsevier, vol. 65(C), pages 126-137.

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