The Impact of Expanding Access to Early Childhood Services in Rural Indonesia
This paper uses three waves of longitudinal data to examine the impact of expanding access to preschool services in rural areas of Indonesia on two cohorts of children. One cohort was children aged 4 at the start of the project and was immediately eligible for project-provided services when they beg...
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| creator | Brinkman, Sally Anne Hasan, Amer Jung, Haeil Kinnell, Angela Pradhan, Menno |
| description | This paper uses three waves of
longitudinal data to examine the impact of expanding access
to preschool services in rural areas of Indonesia on two
cohorts of children. One cohort was children aged 4 at the
start of the project and was immediately eligible for
project-provided services when they began operation in 2009.
The other cohort was children aged 1 at the start of the
project and became eligible for project-provided services
two years later. The paper presents intent-to-treat
estimates of impact in the short term (first year of the
project) and medium term (three years after the project
started), using experimental and quasi-experimental methods.
For the cohort of 4-year-olds, while the magnitude of the
enrollment impact is similar across children from different
backgrounds, the impact on child outcomes is larger for
children from more disadvantaged backgrounds in the short
and medium terms. However, for this cohort of children, it
seems that project-provided playgroups encouraged
substitution away from existing kindergartens, suggesting
that future interventions should incorporate such
possibilities into their design. For the average child in
the younger cohort, the project led to improvements in
physical health and well-being as well as language and
cognitive development. For this cohort, there is little
evidence of differential impact. This can be explained by
the fact that children who enrolled soon after the centers
opened (the older cohort) were generally poorer, compared
with children who enrolled later (the younger cohort). This
may be because of fee increases in project centers as
project funding ended. |
| format | Article |
| fullrecord | <record><control><sourceid>worldbank_VO9</sourceid><recordid>TN_cdi_worldbank_openknowledgerepository_10986_22456</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>oai:openknowledge.worldbank.org:10986/22456</sourcerecordid><originalsourceid>FETCH-worldbank_openknowledgerepository_10986_224563</originalsourceid><addsrcrecordid>eNqdyzEOgkAQQFEaC6PeYS5googES0MwUtgoPRnZgd2wzmx2UeT2WngCq1-8_Hl0qTRB-XDYDCAtFG-HrAx3cGwaCgEGgQK9nSDXxiotouBG_mW-CIbh-vRooWQlTMHgMpq1aAOtfl1Eyamo8vN6FG_VHbmvxRH3LKMl1ZEnJ8EM4qd6uzlkaR3HyT7d_bl9AD2qRes</addsrcrecordid><sourcetype>Publisher</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>The Impact of Expanding Access to Early Childhood Services in Rural Indonesia</title><source>Open Knowledge Repository</source><creator>Brinkman, Sally Anne ; Hasan, Amer ; Jung, Haeil ; Kinnell, Angela ; Pradhan, Menno</creator><creatorcontrib>Brinkman, Sally Anne ; Hasan, Amer ; Jung, Haeil ; Kinnell, Angela ; Pradhan, Menno</creatorcontrib><description>This paper uses three waves of
longitudinal data to examine the impact of expanding access
to preschool services in rural areas of Indonesia on two
cohorts of children. One cohort was children aged 4 at the
start of the project and was immediately eligible for
project-provided services when they began operation in 2009.
The other cohort was children aged 1 at the start of the
project and became eligible for project-provided services
two years later. The paper presents intent-to-treat
estimates of impact in the short term (first year of the
project) and medium term (three years after the project
started), using experimental and quasi-experimental methods.
For the cohort of 4-year-olds, while the magnitude of the
enrollment impact is similar across children from different
backgrounds, the impact on child outcomes is larger for
children from more disadvantaged backgrounds in the short
and medium terms. However, for this cohort of children, it
seems that project-provided playgroups encouraged
substitution away from existing kindergartens, suggesting
that future interventions should incorporate such
possibilities into their design. For the average child in
the younger cohort, the project led to improvements in
physical health and well-being as well as language and
cognitive development. For this cohort, there is little
evidence of differential impact. This can be explained by
the fact that children who enrolled soon after the centers
opened (the older cohort) were generally poorer, compared
with children who enrolled later (the younger cohort). This
may be because of fee increases in project centers as
project funding ended.</description><language>eng</language><publisher>World Bank, Washington, DC</publisher><subject>ABILITY ; ACCESS TO PRESCHOOL ; ACTIVITIES ; AGE ; AGED ; BIAS ; CARE CENTERS ; CAREGIVERS ; CHILD DEVELOPMENT ; CHILDHOOD ; CHILDHOOD CARE ; CHILDHOOD DEVELOPMENT ; CHILDHOOD EDUCATION ; CHILDREN ; CLASSROOM ; CLASSROOM SETTING ; COGNITIVE ACHIEVEMENT ; COGNITIVE DEVELOPMENT ; COGNITIVE OUTCOMES ; COGNITIVE SKILLS ; COMMUNICATION ; COMMUNITIES ; COMMUNITY ; COMMUNITY SERVICES ; COMPETENCE ; DAY CARE ; DESCRIPTION ; DESIGN ; DEVELOPMENTAL PSYCHOLOGY ; DISTRICTS ; EARLY CHILD DEVELOPMENT ; EARLY CHILDHOOD ; EARLY CHILDHOOD CARE ; EARLY CHILDHOOD DEVELOPMENT ; EARLY CHILDHOOD EDUCATION ; EARLY CHILDHOOD INTERVENTIONS ; EARLY INTERVENTION ; EARLY INTERVENTIONS ; EDUCATION ; EDUCATION SERVICES ; EDUCATIONAL ATTAINMENT ; EDUCATIONAL OUTCOMES ; EDUCATIONAL SERVICES ; EFFORT ; ELEMENTARY SCHOOLS ; ENROLLMENT ; ENROLLMENT RATE ; ENROLLMENT RATES ; ENROLMENT RATES ; EPIDEMIOLOGY ; EQUALITY ; EXPERIENCE ; FAMILIES ; FAMILY PLANNING ; FEES ; GENDER ; GROSS ENROLLMENT ; GROSS ENROLLMENT RATES ; GROUPS ; HEALTH ; HEALTH OUTCOMES ; HEALTH SERVICES ; HOUSEHOLD ; HOUSEHOLDS ; HUMAN DEVELOPMENT ; HYPERACTIVITY ; IMPLEMENTATION ; INDIVIDUAL CHARACTERISTICS ; INFANTS ; INTERACTIONS ; INTERVENTION ; INTERVENTIONS ; INTERVIEW ; INVESTMENT ; KINDERGARTEN ; KINDERGARTENS ; KNOWLEDGE ; LANGUAGE ; LEARNING ; LEARNING ACTIVITIES ; MEASUREMENT ; MENTAL HEALTH ; NEEDS ; NEIGHBORHOODS ; NET ENROLLMENT ; NUTRITION ; OBESITY ; PARENTING ; PARTICIPATION ; PARTICIPATION RATES ; PARTNERSHIPS ; PEDIATRICS ; PEOPLE ; PHYSICAL DEVELOPMENT ; PRESCHOOL ENROLLMENT ; PRESCHOOLERS ; PRIMARY CAREGIVERS ; PRIMARY SCHOOL ; PRIMARY SCHOOL EDUCATION ; PRIMARY SCHOOL PARTICIPATION ; PRIMARY SCHOOLS ; PROJECT ; PROJECTS ; PSYCHOLOGY ; PUBLIC HEALTH ; PUBLIC SAFETY ; READING ; REASONING ; RETURN TO EDUCATION ; RETURNS TO EDUCATION ; RISK FACTORS ; RISKS ; RURAL AREAS ; RURAL COMMUNITIES ; SAFETY ; SCHOOL READINESS ; SCHOOLING ; SCHOOLS ; SCIENCE ; SERVICE ; SERVICES ; SKILLS ; SOCIAL DEVELOPMENT ; SOCIAL PROBLEMS ; SOCIAL SCIENCE ; STRATEGY ; STUDY ; TEACHER TRAINING ; TEACHERS ; TEACHING ; TRAINING ; UNDERSTANDING ; VALUES ; VILLAGE LEVEL ; VILLAGES ; WAGES ; WEIGHT ; WOMEN ; WORK EXPERIENCE</subject><creationdate>2015-07</creationdate><rights>CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank</rights><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>780,784,18982</link.rule.ids><linktorsrc>$$Uhttps://hdl.handle.net/10986/22456$$EView_record_in_World_Bank$$FView_record_in_$$GWorld_Bank$$Hfree_for_read</linktorsrc></links><search><creatorcontrib>Brinkman, Sally Anne</creatorcontrib><creatorcontrib>Hasan, Amer</creatorcontrib><creatorcontrib>Jung, Haeil</creatorcontrib><creatorcontrib>Kinnell, Angela</creatorcontrib><creatorcontrib>Pradhan, Menno</creatorcontrib><title>The Impact of Expanding Access to Early Childhood Services in Rural Indonesia</title><description>This paper uses three waves of
longitudinal data to examine the impact of expanding access
to preschool services in rural areas of Indonesia on two
cohorts of children. One cohort was children aged 4 at the
start of the project and was immediately eligible for
project-provided services when they began operation in 2009.
The other cohort was children aged 1 at the start of the
project and became eligible for project-provided services
two years later. The paper presents intent-to-treat
estimates of impact in the short term (first year of the
project) and medium term (three years after the project
started), using experimental and quasi-experimental methods.
For the cohort of 4-year-olds, while the magnitude of the
enrollment impact is similar across children from different
backgrounds, the impact on child outcomes is larger for
children from more disadvantaged backgrounds in the short
and medium terms. However, for this cohort of children, it
seems that project-provided playgroups encouraged
substitution away from existing kindergartens, suggesting
that future interventions should incorporate such
possibilities into their design. For the average child in
the younger cohort, the project led to improvements in
physical health and well-being as well as language and
cognitive development. For this cohort, there is little
evidence of differential impact. This can be explained by
the fact that children who enrolled soon after the centers
opened (the older cohort) were generally poorer, compared
with children who enrolled later (the younger cohort). This
may be because of fee increases in project centers as
project funding ended.</description><subject>ABILITY</subject><subject>ACCESS TO PRESCHOOL</subject><subject>ACTIVITIES</subject><subject>AGE</subject><subject>AGED</subject><subject>BIAS</subject><subject>CARE CENTERS</subject><subject>CAREGIVERS</subject><subject>CHILD DEVELOPMENT</subject><subject>CHILDHOOD</subject><subject>CHILDHOOD CARE</subject><subject>CHILDHOOD DEVELOPMENT</subject><subject>CHILDHOOD EDUCATION</subject><subject>CHILDREN</subject><subject>CLASSROOM</subject><subject>CLASSROOM SETTING</subject><subject>COGNITIVE ACHIEVEMENT</subject><subject>COGNITIVE DEVELOPMENT</subject><subject>COGNITIVE OUTCOMES</subject><subject>COGNITIVE SKILLS</subject><subject>COMMUNICATION</subject><subject>COMMUNITIES</subject><subject>COMMUNITY</subject><subject>COMMUNITY SERVICES</subject><subject>COMPETENCE</subject><subject>DAY CARE</subject><subject>DESCRIPTION</subject><subject>DESIGN</subject><subject>DEVELOPMENTAL PSYCHOLOGY</subject><subject>DISTRICTS</subject><subject>EARLY CHILD DEVELOPMENT</subject><subject>EARLY CHILDHOOD</subject><subject>EARLY CHILDHOOD CARE</subject><subject>EARLY CHILDHOOD DEVELOPMENT</subject><subject>EARLY CHILDHOOD EDUCATION</subject><subject>EARLY CHILDHOOD INTERVENTIONS</subject><subject>EARLY INTERVENTION</subject><subject>EARLY INTERVENTIONS</subject><subject>EDUCATION</subject><subject>EDUCATION SERVICES</subject><subject>EDUCATIONAL ATTAINMENT</subject><subject>EDUCATIONAL OUTCOMES</subject><subject>EDUCATIONAL SERVICES</subject><subject>EFFORT</subject><subject>ELEMENTARY SCHOOLS</subject><subject>ENROLLMENT</subject><subject>ENROLLMENT RATE</subject><subject>ENROLLMENT RATES</subject><subject>ENROLMENT RATES</subject><subject>EPIDEMIOLOGY</subject><subject>EQUALITY</subject><subject>EXPERIENCE</subject><subject>FAMILIES</subject><subject>FAMILY PLANNING</subject><subject>FEES</subject><subject>GENDER</subject><subject>GROSS ENROLLMENT</subject><subject>GROSS ENROLLMENT RATES</subject><subject>GROUPS</subject><subject>HEALTH</subject><subject>HEALTH OUTCOMES</subject><subject>HEALTH SERVICES</subject><subject>HOUSEHOLD</subject><subject>HOUSEHOLDS</subject><subject>HUMAN DEVELOPMENT</subject><subject>HYPERACTIVITY</subject><subject>IMPLEMENTATION</subject><subject>INDIVIDUAL CHARACTERISTICS</subject><subject>INFANTS</subject><subject>INTERACTIONS</subject><subject>INTERVENTION</subject><subject>INTERVENTIONS</subject><subject>INTERVIEW</subject><subject>INVESTMENT</subject><subject>KINDERGARTEN</subject><subject>KINDERGARTENS</subject><subject>KNOWLEDGE</subject><subject>LANGUAGE</subject><subject>LEARNING</subject><subject>LEARNING ACTIVITIES</subject><subject>MEASUREMENT</subject><subject>MENTAL HEALTH</subject><subject>NEEDS</subject><subject>NEIGHBORHOODS</subject><subject>NET ENROLLMENT</subject><subject>NUTRITION</subject><subject>OBESITY</subject><subject>PARENTING</subject><subject>PARTICIPATION</subject><subject>PARTICIPATION RATES</subject><subject>PARTNERSHIPS</subject><subject>PEDIATRICS</subject><subject>PEOPLE</subject><subject>PHYSICAL DEVELOPMENT</subject><subject>PRESCHOOL ENROLLMENT</subject><subject>PRESCHOOLERS</subject><subject>PRIMARY CAREGIVERS</subject><subject>PRIMARY SCHOOL</subject><subject>PRIMARY SCHOOL EDUCATION</subject><subject>PRIMARY SCHOOL PARTICIPATION</subject><subject>PRIMARY SCHOOLS</subject><subject>PROJECT</subject><subject>PROJECTS</subject><subject>PSYCHOLOGY</subject><subject>PUBLIC HEALTH</subject><subject>PUBLIC SAFETY</subject><subject>READING</subject><subject>REASONING</subject><subject>RETURN TO EDUCATION</subject><subject>RETURNS TO EDUCATION</subject><subject>RISK FACTORS</subject><subject>RISKS</subject><subject>RURAL AREAS</subject><subject>RURAL COMMUNITIES</subject><subject>SAFETY</subject><subject>SCHOOL READINESS</subject><subject>SCHOOLING</subject><subject>SCHOOLS</subject><subject>SCIENCE</subject><subject>SERVICE</subject><subject>SERVICES</subject><subject>SKILLS</subject><subject>SOCIAL DEVELOPMENT</subject><subject>SOCIAL PROBLEMS</subject><subject>SOCIAL SCIENCE</subject><subject>STRATEGY</subject><subject>STUDY</subject><subject>TEACHER TRAINING</subject><subject>TEACHERS</subject><subject>TEACHING</subject><subject>TRAINING</subject><subject>UNDERSTANDING</subject><subject>VALUES</subject><subject>VILLAGE LEVEL</subject><subject>VILLAGES</subject><subject>WAGES</subject><subject>WEIGHT</subject><subject>WOMEN</subject><subject>WORK EXPERIENCE</subject><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>VO9</sourceid><recordid>eNqdyzEOgkAQQFEaC6PeYS5googES0MwUtgoPRnZgd2wzmx2UeT2WngCq1-8_Hl0qTRB-XDYDCAtFG-HrAx3cGwaCgEGgQK9nSDXxiotouBG_mW-CIbh-vRooWQlTMHgMpq1aAOtfl1Eyamo8vN6FG_VHbmvxRH3LKMl1ZEnJ8EM4qd6uzlkaR3HyT7d_bl9AD2qRes</recordid><startdate>201507</startdate><enddate>201507</enddate><creator>Brinkman, Sally Anne</creator><creator>Hasan, Amer</creator><creator>Jung, Haeil</creator><creator>Kinnell, Angela</creator><creator>Pradhan, Menno</creator><general>World Bank, Washington, DC</general><scope>VO9</scope></search><sort><creationdate>201507</creationdate><title>The Impact of Expanding Access to Early Childhood Services in Rural Indonesia</title><author>Brinkman, Sally Anne ; Hasan, Amer ; Jung, Haeil ; Kinnell, Angela ; Pradhan, Menno</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-worldbank_openknowledgerepository_10986_224563</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2015</creationdate><topic>ABILITY</topic><topic>ACCESS TO PRESCHOOL</topic><topic>ACTIVITIES</topic><topic>AGE</topic><topic>AGED</topic><topic>BIAS</topic><topic>CARE CENTERS</topic><topic>CAREGIVERS</topic><topic>CHILD DEVELOPMENT</topic><topic>CHILDHOOD</topic><topic>CHILDHOOD CARE</topic><topic>CHILDHOOD DEVELOPMENT</topic><topic>CHILDHOOD EDUCATION</topic><topic>CHILDREN</topic><topic>CLASSROOM</topic><topic>CLASSROOM SETTING</topic><topic>COGNITIVE ACHIEVEMENT</topic><topic>COGNITIVE DEVELOPMENT</topic><topic>COGNITIVE OUTCOMES</topic><topic>COGNITIVE SKILLS</topic><topic>COMMUNICATION</topic><topic>COMMUNITIES</topic><topic>COMMUNITY</topic><topic>COMMUNITY SERVICES</topic><topic>COMPETENCE</topic><topic>DAY CARE</topic><topic>DESCRIPTION</topic><topic>DESIGN</topic><topic>DEVELOPMENTAL PSYCHOLOGY</topic><topic>DISTRICTS</topic><topic>EARLY CHILD DEVELOPMENT</topic><topic>EARLY CHILDHOOD</topic><topic>EARLY CHILDHOOD CARE</topic><topic>EARLY CHILDHOOD DEVELOPMENT</topic><topic>EARLY CHILDHOOD EDUCATION</topic><topic>EARLY CHILDHOOD INTERVENTIONS</topic><topic>EARLY INTERVENTION</topic><topic>EARLY INTERVENTIONS</topic><topic>EDUCATION</topic><topic>EDUCATION SERVICES</topic><topic>EDUCATIONAL ATTAINMENT</topic><topic>EDUCATIONAL OUTCOMES</topic><topic>EDUCATIONAL SERVICES</topic><topic>EFFORT</topic><topic>ELEMENTARY SCHOOLS</topic><topic>ENROLLMENT</topic><topic>ENROLLMENT RATE</topic><topic>ENROLLMENT RATES</topic><topic>ENROLMENT RATES</topic><topic>EPIDEMIOLOGY</topic><topic>EQUALITY</topic><topic>EXPERIENCE</topic><topic>FAMILIES</topic><topic>FAMILY PLANNING</topic><topic>FEES</topic><topic>GENDER</topic><topic>GROSS ENROLLMENT</topic><topic>GROSS ENROLLMENT RATES</topic><topic>GROUPS</topic><topic>HEALTH</topic><topic>HEALTH OUTCOMES</topic><topic>HEALTH SERVICES</topic><topic>HOUSEHOLD</topic><topic>HOUSEHOLDS</topic><topic>HUMAN DEVELOPMENT</topic><topic>HYPERACTIVITY</topic><topic>IMPLEMENTATION</topic><topic>INDIVIDUAL CHARACTERISTICS</topic><topic>INFANTS</topic><topic>INTERACTIONS</topic><topic>INTERVENTION</topic><topic>INTERVENTIONS</topic><topic>INTERVIEW</topic><topic>INVESTMENT</topic><topic>KINDERGARTEN</topic><topic>KINDERGARTENS</topic><topic>KNOWLEDGE</topic><topic>LANGUAGE</topic><topic>LEARNING</topic><topic>LEARNING ACTIVITIES</topic><topic>MEASUREMENT</topic><topic>MENTAL HEALTH</topic><topic>NEEDS</topic><topic>NEIGHBORHOODS</topic><topic>NET ENROLLMENT</topic><topic>NUTRITION</topic><topic>OBESITY</topic><topic>PARENTING</topic><topic>PARTICIPATION</topic><topic>PARTICIPATION RATES</topic><topic>PARTNERSHIPS</topic><topic>PEDIATRICS</topic><topic>PEOPLE</topic><topic>PHYSICAL DEVELOPMENT</topic><topic>PRESCHOOL ENROLLMENT</topic><topic>PRESCHOOLERS</topic><topic>PRIMARY CAREGIVERS</topic><topic>PRIMARY SCHOOL</topic><topic>PRIMARY SCHOOL EDUCATION</topic><topic>PRIMARY SCHOOL PARTICIPATION</topic><topic>PRIMARY SCHOOLS</topic><topic>PROJECT</topic><topic>PROJECTS</topic><topic>PSYCHOLOGY</topic><topic>PUBLIC HEALTH</topic><topic>PUBLIC SAFETY</topic><topic>READING</topic><topic>REASONING</topic><topic>RETURN TO EDUCATION</topic><topic>RETURNS TO EDUCATION</topic><topic>RISK FACTORS</topic><topic>RISKS</topic><topic>RURAL AREAS</topic><topic>RURAL COMMUNITIES</topic><topic>SAFETY</topic><topic>SCHOOL READINESS</topic><topic>SCHOOLING</topic><topic>SCHOOLS</topic><topic>SCIENCE</topic><topic>SERVICE</topic><topic>SERVICES</topic><topic>SKILLS</topic><topic>SOCIAL DEVELOPMENT</topic><topic>SOCIAL PROBLEMS</topic><topic>SOCIAL SCIENCE</topic><topic>STRATEGY</topic><topic>STUDY</topic><topic>TEACHER TRAINING</topic><topic>TEACHERS</topic><topic>TEACHING</topic><topic>TRAINING</topic><topic>UNDERSTANDING</topic><topic>VALUES</topic><topic>VILLAGE LEVEL</topic><topic>VILLAGES</topic><topic>WAGES</topic><topic>WEIGHT</topic><topic>WOMEN</topic><topic>WORK EXPERIENCE</topic><toplevel>online_resources</toplevel><creatorcontrib>Brinkman, Sally Anne</creatorcontrib><creatorcontrib>Hasan, Amer</creatorcontrib><creatorcontrib>Jung, Haeil</creatorcontrib><creatorcontrib>Kinnell, Angela</creatorcontrib><creatorcontrib>Pradhan, Menno</creatorcontrib><collection>Open Knowledge Repository</collection></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext_linktorsrc</fulltext></delivery><addata><au>Brinkman, Sally Anne</au><au>Hasan, Amer</au><au>Jung, Haeil</au><au>Kinnell, Angela</au><au>Pradhan, Menno</au><format>book</format><genre>document</genre><ristype>GEN</ristype><atitle>The Impact of Expanding Access to Early Childhood Services in Rural Indonesia</atitle><date>2015-07</date><risdate>2015</risdate><volume>7372</volume><abstract>This paper uses three waves of
longitudinal data to examine the impact of expanding access
to preschool services in rural areas of Indonesia on two
cohorts of children. One cohort was children aged 4 at the
start of the project and was immediately eligible for
project-provided services when they began operation in 2009.
The other cohort was children aged 1 at the start of the
project and became eligible for project-provided services
two years later. The paper presents intent-to-treat
estimates of impact in the short term (first year of the
project) and medium term (three years after the project
started), using experimental and quasi-experimental methods.
For the cohort of 4-year-olds, while the magnitude of the
enrollment impact is similar across children from different
backgrounds, the impact on child outcomes is larger for
children from more disadvantaged backgrounds in the short
and medium terms. However, for this cohort of children, it
seems that project-provided playgroups encouraged
substitution away from existing kindergartens, suggesting
that future interventions should incorporate such
possibilities into their design. For the average child in
the younger cohort, the project led to improvements in
physical health and well-being as well as language and
cognitive development. For this cohort, there is little
evidence of differential impact. This can be explained by
the fact that children who enrolled soon after the centers
opened (the older cohort) were generally poorer, compared
with children who enrolled later (the younger cohort). This
may be because of fee increases in project centers as
project funding ended.</abstract><pub>World Bank, Washington, DC</pub><oa>free_for_read</oa></addata></record> |
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| language | eng |
| recordid | cdi_worldbank_openknowledgerepository_10986_22456 |
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| subjects | ABILITY ACCESS TO PRESCHOOL ACTIVITIES AGE AGED BIAS CARE CENTERS CAREGIVERS CHILD DEVELOPMENT CHILDHOOD CHILDHOOD CARE CHILDHOOD DEVELOPMENT CHILDHOOD EDUCATION CHILDREN CLASSROOM CLASSROOM SETTING COGNITIVE ACHIEVEMENT COGNITIVE DEVELOPMENT COGNITIVE OUTCOMES COGNITIVE SKILLS COMMUNICATION COMMUNITIES COMMUNITY COMMUNITY SERVICES COMPETENCE DAY CARE DESCRIPTION DESIGN DEVELOPMENTAL PSYCHOLOGY DISTRICTS EARLY CHILD DEVELOPMENT EARLY CHILDHOOD EARLY CHILDHOOD CARE EARLY CHILDHOOD DEVELOPMENT EARLY CHILDHOOD EDUCATION EARLY CHILDHOOD INTERVENTIONS EARLY INTERVENTION EARLY INTERVENTIONS EDUCATION EDUCATION SERVICES EDUCATIONAL ATTAINMENT EDUCATIONAL OUTCOMES EDUCATIONAL SERVICES EFFORT ELEMENTARY SCHOOLS ENROLLMENT ENROLLMENT RATE ENROLLMENT RATES ENROLMENT RATES EPIDEMIOLOGY EQUALITY EXPERIENCE FAMILIES FAMILY PLANNING FEES GENDER GROSS ENROLLMENT GROSS ENROLLMENT RATES GROUPS HEALTH HEALTH OUTCOMES HEALTH SERVICES HOUSEHOLD HOUSEHOLDS HUMAN DEVELOPMENT HYPERACTIVITY IMPLEMENTATION INDIVIDUAL CHARACTERISTICS INFANTS INTERACTIONS INTERVENTION INTERVENTIONS INTERVIEW INVESTMENT KINDERGARTEN KINDERGARTENS KNOWLEDGE LANGUAGE LEARNING LEARNING ACTIVITIES MEASUREMENT MENTAL HEALTH NEEDS NEIGHBORHOODS NET ENROLLMENT NUTRITION OBESITY PARENTING PARTICIPATION PARTICIPATION RATES PARTNERSHIPS PEDIATRICS PEOPLE PHYSICAL DEVELOPMENT PRESCHOOL ENROLLMENT PRESCHOOLERS PRIMARY CAREGIVERS PRIMARY SCHOOL PRIMARY SCHOOL EDUCATION PRIMARY SCHOOL PARTICIPATION PRIMARY SCHOOLS PROJECT PROJECTS PSYCHOLOGY PUBLIC HEALTH PUBLIC SAFETY READING REASONING RETURN TO EDUCATION RETURNS TO EDUCATION RISK FACTORS RISKS RURAL AREAS RURAL COMMUNITIES SAFETY SCHOOL READINESS SCHOOLING SCHOOLS SCIENCE SERVICE SERVICES SKILLS SOCIAL DEVELOPMENT SOCIAL PROBLEMS SOCIAL SCIENCE STRATEGY STUDY TEACHER TRAINING TEACHERS TEACHING TRAINING UNDERSTANDING VALUES VILLAGE LEVEL VILLAGES WAGES WEIGHT WOMEN WORK EXPERIENCE |
| title | The Impact of Expanding Access to Early Childhood Services in Rural Indonesia |
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