Combining pre-school teacher training with parenting education: A cluster-randomized controlled trial
Berk Özler (),
Lia C.H. Fernald,
Michelle Neuman and
Journal of Development Economics, 2018, vol. 133, issue C, 448-467
We used a randomized, controlled study to evaluate a government program in Malawi, which aimed to support child development by improving quality in community-based, informal preschools through teacher training, financial incentives, and group-based parenting support. Children in the integrated intervention arm (teacher training and parenting) had significantly higher scores in assessments of language and socio-emotional development than children in preschools receiving teacher training alone at the 18-month follow-up. There were significant improvements in classroom organization and teacher behavior at the preschools in the teacher-training only arm, but these did not translate into improved child outcomes at 18 months. We found no effects of any intervention on child assessments at the 36-month follow-up. Our findings suggest that, in resource-poor settings with informal preschools, programs that integrate parenting support with preschools may be more (cost-) effective for improving child outcomes than programs focusing simply on improving classroom quality.
Keywords: Early childhood development; Pre-school education; Teacher training programs; Parenting education programs (search for similar items in EconPapers)
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Working Paper: Combining preschool teacher training with parenting education: a cluster-randomized controlled trial (2016)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:deveco:v:133:y:2018:i:c:p:448-467
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