Investing in school readiness: A comparison of different early childhood education pathways in rural Indonesia

Nozomi Nakajima; Amer Hasan; Haeil Jung; Sally Brinkman; Menno Pradhan; Angela Kinnell

doi:10.1016/j.ijedudev.2019.05.009

Investing in school readiness: A comparison of different early childhood education pathways in rural Indonesia

Nozomi Nakajima, Amer Hasan, Haeil Jung, Sally Brinkman, Menno Pradhan, Angela Kinnell

Department of Public Administration

Research output: Contribution to journal › Article › peer-review

11 Citations (Scopus)

Abstract

This paper documents that children in rural Indonesia participate in a great variety of early childhood education pathways. Three key factors predict early education pathways: household wealth, mother's education, and the quality of available services. We also find that children who enrolled in playgroup programs at age 3–4 followed by kindergarten programs at age 5–6 scored significantly higher on primary school tests than those enrolled only in playgroup programs or only in kindergarten programs. This suggests that the sequence of these pathways is important for future learning. We also provide illustrative estimates of the cost-effectiveness of different pathways.

Original language	English
Pages (from-to)	22-38
Number of pages	17
Journal	International Journal of Educational Development
Volume	69
DOIs	https://doi.org/10.1016/j.ijedudev.2019.05.009
Publication status	Published - 2019 Sept

Keywords

Early childhood education
School readiness
Sequence

ASJC Scopus subject areas

Education
Development
Sociology and Political Science

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1016/j.ijedudev.2019.05.009

Cite this

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title = "Investing in school readiness: A comparison of different early childhood education pathways in rural Indonesia",

abstract = "This paper documents that children in rural Indonesia participate in a great variety of early childhood education pathways. Three key factors predict early education pathways: household wealth, mother's education, and the quality of available services. We also find that children who enrolled in playgroup programs at age 3–4 followed by kindergarten programs at age 5–6 scored significantly higher on primary school tests than those enrolled only in playgroup programs or only in kindergarten programs. This suggests that the sequence of these pathways is important for future learning. We also provide illustrative estimates of the cost-effectiveness of different pathways.",

keywords = "Early childhood education, School readiness, Sequence",

author = "Nozomi Nakajima and Amer Hasan and Haeil Jung and Sally Brinkman and Menno Pradhan and Angela Kinnell",

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AU - Nakajima, Nozomi

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AU - Brinkman, Sally

AU - Pradhan, Menno

AU - Kinnell, Angela

N1 - Funding Information: Data collection was partially funded by the Government of the Kingdom of the Netherlands through the Dutch Education Support Program Trust Fund (TF057272) as well as by the Government of Indonesia. Publisher Copyright: © 2019 The International Bank for Reconstruction and Development/The World Bank

PY - 2019/9

Y1 - 2019/9

N2 - This paper documents that children in rural Indonesia participate in a great variety of early childhood education pathways. Three key factors predict early education pathways: household wealth, mother's education, and the quality of available services. We also find that children who enrolled in playgroup programs at age 3–4 followed by kindergarten programs at age 5–6 scored significantly higher on primary school tests than those enrolled only in playgroup programs or only in kindergarten programs. This suggests that the sequence of these pathways is important for future learning. We also provide illustrative estimates of the cost-effectiveness of different pathways.

AB - This paper documents that children in rural Indonesia participate in a great variety of early childhood education pathways. Three key factors predict early education pathways: household wealth, mother's education, and the quality of available services. We also find that children who enrolled in playgroup programs at age 3–4 followed by kindergarten programs at age 5–6 scored significantly higher on primary school tests than those enrolled only in playgroup programs or only in kindergarten programs. This suggests that the sequence of these pathways is important for future learning. We also provide illustrative estimates of the cost-effectiveness of different pathways.

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KW - Sequence

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DO - 10.1016/j.ijedudev.2019.05.009

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JO - International Journal of Educational Development

JF - International Journal of Educational Development

ER -

Investing in school readiness: A comparison of different early childhood education pathways in rural Indonesia

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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