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 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.

Bibliographic Details

Main Authors:	Bouguen, Adrien, Filmer, Deon, Macours, Karen, Naudeau, Sophie
Format:	Policy Research Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2013-07
Subjects:	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,
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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