Impact Evaluation of Three Types of Early Childhood Development Interventions in Cambodia
Scaling up early childhood development services has the potential to increase children's cognitive and socio-emotional development and promote school readiness in a large segment of the population. This study used a randomized controlled trial...
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| Format: | Policy Research Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2013
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| Online Access: | http://documents.worldbank.org/curated/en/2013/07/18029149/impact-evaluation-three-types-early-childhood-development-interventions-cambodia http://hdl.handle.net/10986/15900 |
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okr-10986-159002021-04-23T14:03:26Z Impact Evaluation of Three Types of Early Childhood Development Interventions in Cambodia Bouguen, Adrien Filmer, Deon Macours, Karen Naudeau, Sophie ACCESS TO PRESCHOOL ADULTHOOD ADULTS AGE GROUPS AGE OF ENTRY AGGRESSION APPLIED PSYCHOLOGY ATTENTION AVERAGE AGE BIRTH CERTIFICATE CHILD HEALTH CLASS SIZE CLASSROOM CLASSROOMS COGNITION COGNITIVE ABILITY COGNITIVE DEVELOPMENT COGNITIVE OUTCOMES COGNITIVE SKILLS COGNITIVE TESTS COMMUNITY TEACHERS COMPETENCE COMPETENCIES CONTROL GROUPS DEVELOPMENTAL POTENTIAL EARLY CHILD DEVELOPMENT EARLY CHILDHOOD EARLY CHILDHOOD CARE EARLY CHILDHOOD DEVELOPMENT EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD INTERVENTIONS EARLY STIMULATION EDUCATION PROGRAMS EMOTION EMOTIONAL DEVELOPMENT ENROLLMENT ENROLMENT AGE FAMILIES FAMILY BACKGROUND FIRST GRADE GENDER GRADE RETENTION HABITS HEIGHT FOR AGE HUMAN DEVELOPMENT INCENTIVES FOR TEACHERS INSTRUCTION INTERGENERATIONAL TRANSMISSION INTERVENTIONS LANGUAGE DEVELOPMENT LEARNERS LIFE EXPECTANCY MEMORY MENTAL HEALTH MONTHLY STIPEND MOTIVATION MOTOR SKILLS NATIONAL EDUCATION NUTRITION NUTRITIONAL SUPPLEMENTATION OFFICIAL ENTRY AGE OLDER CHILDREN PRESCHOOL CURRICULUM PRESCHOOL TEACHERS PRIMARY SCHOOL PRIMARY SCHOOL CURRICULUM PRIMARY SCHOOL ENROLLMENT PRIMARY SCHOOLS PROBLEM SOLVING PSYCHOLOGY PUBLIC SERVICES SCHOOL ADMINISTRATION SCHOOL BUILDING SCHOOL COUNTERPARTS SCHOOL DIRECTORS SCHOOL EDUCATION SCHOOL ENTRY SCHOOL FACILITIES SCHOOL PERFORMANCE SCHOOL READINESS SCHOOL SUCCESS SCHOOL SUPPLIES SCHOOL YEAR SCHOOLING SERVICE TRAINING SEX SOCIAL SKILLS TEACHER TEACHERS VILLAGE LEVEL WAGES YOUNG CHILDREN YOUTH Scaling up early childhood development services has the potential to increase children's cognitive and socio-emotional development and promote school readiness in a large segment of the population. This study used a randomized controlled trial approach to evaluate three scaled-up programs designed to widen access to early childhood development services: formal preschools, community preschools, and home-based services. The impacts of all three programs fell short of expectations because of two key flaws in how they were scaled up. First, implementation did not receive due attention; as a result, school facilities were not completed as planned, community-based programs were not always established, and low, irregular stipends created difficulties in hiring and retaining teachers. Second, the services that were available were not promoted and thus not used as widely as anticipated. The results imply that the quality of programs supplied is critical, as is attention to the demand side of the problem. The finding that these programs fell short of expectations does not mean that interventions such as these are ineffective. Rather, it indicates that quality and demand require careful attention in attempts to scale up early childhood development interventions, and any problems should be addressed prior to evaluating effectiveness. 2013-09-27T17:49:44Z 2013-09-27T17:49:44Z 2013-07 http://documents.worldbank.org/curated/en/2013/07/18029149/impact-evaluation-three-types-early-childhood-development-interventions-cambodia http://hdl.handle.net/10986/15900 English en_US Policy Research Working Paper;No. 6540 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Policy Research Working Paper Publications & Research East Asia and Pacific Cambodia |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ACCESS TO PRESCHOOL ADULTHOOD ADULTS AGE GROUPS AGE OF ENTRY AGGRESSION APPLIED PSYCHOLOGY ATTENTION AVERAGE AGE BIRTH CERTIFICATE CHILD HEALTH CLASS SIZE CLASSROOM CLASSROOMS COGNITION COGNITIVE ABILITY COGNITIVE DEVELOPMENT COGNITIVE OUTCOMES COGNITIVE SKILLS COGNITIVE TESTS COMMUNITY TEACHERS COMPETENCE COMPETENCIES CONTROL GROUPS DEVELOPMENTAL POTENTIAL EARLY CHILD DEVELOPMENT EARLY CHILDHOOD EARLY CHILDHOOD CARE EARLY CHILDHOOD DEVELOPMENT EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD INTERVENTIONS EARLY STIMULATION EDUCATION PROGRAMS EMOTION EMOTIONAL DEVELOPMENT ENROLLMENT ENROLMENT AGE FAMILIES FAMILY BACKGROUND FIRST GRADE GENDER GRADE RETENTION HABITS HEIGHT FOR AGE HUMAN DEVELOPMENT INCENTIVES FOR TEACHERS INSTRUCTION INTERGENERATIONAL TRANSMISSION INTERVENTIONS LANGUAGE DEVELOPMENT LEARNERS LIFE EXPECTANCY MEMORY MENTAL HEALTH MONTHLY STIPEND MOTIVATION MOTOR SKILLS NATIONAL EDUCATION NUTRITION NUTRITIONAL SUPPLEMENTATION OFFICIAL ENTRY AGE OLDER CHILDREN PRESCHOOL CURRICULUM PRESCHOOL TEACHERS PRIMARY SCHOOL PRIMARY SCHOOL CURRICULUM PRIMARY SCHOOL ENROLLMENT PRIMARY SCHOOLS PROBLEM SOLVING PSYCHOLOGY PUBLIC SERVICES SCHOOL ADMINISTRATION SCHOOL BUILDING SCHOOL COUNTERPARTS SCHOOL DIRECTORS SCHOOL EDUCATION SCHOOL ENTRY SCHOOL FACILITIES SCHOOL PERFORMANCE SCHOOL READINESS SCHOOL SUCCESS SCHOOL SUPPLIES SCHOOL YEAR SCHOOLING SERVICE TRAINING SEX SOCIAL SKILLS TEACHER TEACHERS VILLAGE LEVEL WAGES YOUNG CHILDREN YOUTH |
| spellingShingle |
ACCESS TO PRESCHOOL ADULTHOOD ADULTS AGE GROUPS AGE OF ENTRY AGGRESSION APPLIED PSYCHOLOGY ATTENTION AVERAGE AGE BIRTH CERTIFICATE CHILD HEALTH CLASS SIZE CLASSROOM CLASSROOMS COGNITION COGNITIVE ABILITY COGNITIVE DEVELOPMENT COGNITIVE OUTCOMES COGNITIVE SKILLS COGNITIVE TESTS COMMUNITY TEACHERS COMPETENCE COMPETENCIES CONTROL GROUPS DEVELOPMENTAL POTENTIAL EARLY CHILD DEVELOPMENT EARLY CHILDHOOD EARLY CHILDHOOD CARE EARLY CHILDHOOD DEVELOPMENT EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD INTERVENTIONS EARLY STIMULATION EDUCATION PROGRAMS EMOTION EMOTIONAL DEVELOPMENT ENROLLMENT ENROLMENT AGE FAMILIES FAMILY BACKGROUND FIRST GRADE GENDER GRADE RETENTION HABITS HEIGHT FOR AGE HUMAN DEVELOPMENT INCENTIVES FOR TEACHERS INSTRUCTION INTERGENERATIONAL TRANSMISSION INTERVENTIONS LANGUAGE DEVELOPMENT LEARNERS LIFE EXPECTANCY MEMORY MENTAL HEALTH MONTHLY STIPEND MOTIVATION MOTOR SKILLS NATIONAL EDUCATION NUTRITION NUTRITIONAL SUPPLEMENTATION OFFICIAL ENTRY AGE OLDER CHILDREN PRESCHOOL CURRICULUM PRESCHOOL TEACHERS PRIMARY SCHOOL PRIMARY SCHOOL CURRICULUM PRIMARY SCHOOL ENROLLMENT PRIMARY SCHOOLS PROBLEM SOLVING PSYCHOLOGY PUBLIC SERVICES SCHOOL ADMINISTRATION SCHOOL BUILDING SCHOOL COUNTERPARTS SCHOOL DIRECTORS SCHOOL EDUCATION SCHOOL ENTRY SCHOOL FACILITIES SCHOOL PERFORMANCE SCHOOL READINESS SCHOOL SUCCESS SCHOOL SUPPLIES SCHOOL YEAR SCHOOLING SERVICE TRAINING SEX SOCIAL SKILLS TEACHER TEACHERS VILLAGE LEVEL WAGES YOUNG CHILDREN YOUTH Bouguen, Adrien Filmer, Deon Macours, Karen Naudeau, Sophie Impact Evaluation of Three Types of Early Childhood Development Interventions in Cambodia |
| geographic_facet |
East Asia and Pacific Cambodia |
| relation |
Policy Research Working Paper;No. 6540 |
| description |
Scaling up early childhood development
services has the potential to increase children's
cognitive and socio-emotional development and promote school
readiness in a large segment of the population. This study
used a randomized controlled trial approach to evaluate
three scaled-up programs designed to widen access to early
childhood development services: formal preschools, community
preschools, and home-based services. The impacts of all
three programs fell short of expectations because of two key
flaws in how they were scaled up. First, implementation did
not receive due attention; as a result, school facilities
were not completed as planned, community-based programs were
not always established, and low, irregular stipends created
difficulties in hiring and retaining teachers. Second, the
services that were available were not promoted and thus not
used as widely as anticipated. The results imply that the
quality of programs supplied is critical, as is attention to
the demand side of the problem. The finding that these
programs fell short of expectations does not mean that
interventions such as these are ineffective. Rather, it
indicates that quality and demand require careful attention
in attempts to scale up early childhood development
interventions, and any problems should be addressed prior to
evaluating effectiveness. |
| format |
Publications & Research :: Policy Research Working Paper |
| author |
Bouguen, Adrien Filmer, Deon Macours, Karen Naudeau, Sophie |
| author_facet |
Bouguen, Adrien Filmer, Deon Macours, Karen Naudeau, Sophie |
| author_sort |
Bouguen, Adrien |
| title |
Impact Evaluation of Three Types of Early Childhood Development Interventions in Cambodia |
| title_short |
Impact Evaluation of Three Types of Early Childhood Development Interventions in Cambodia |
| title_full |
Impact Evaluation of Three Types of Early Childhood Development Interventions in Cambodia |
| title_fullStr |
Impact Evaluation of Three Types of Early Childhood Development Interventions in Cambodia |
| title_full_unstemmed |
Impact Evaluation of Three Types of Early Childhood Development Interventions in Cambodia |
| title_sort |
impact evaluation of three types of early childhood development interventions in cambodia |
| publisher |
World Bank, Washington, DC |
| publishDate |
2013 |
| url |
http://documents.worldbank.org/curated/en/2013/07/18029149/impact-evaluation-three-types-early-childhood-development-interventions-cambodia http://hdl.handle.net/10986/15900 |
| _version_ |
1764431902101471232 |