The relationship between access to pre-school education and the development of social-emotional competencies: Longitudinal evidence from Peru

Briyit Arapa, Eduardo Sánchez, Alejandra Hurtado-Mazeyra and Alan Sanchez

International Journal of Educational Development, 2021, vol. 87, issue C

Abstract: We provide evidence of the role pre-school has in the development of social-emotional competencies. We used data from the Young Lives longitudinal study in Peru to test the relationship between attendance to pre-school education with agency and pride at ages 8, 12, and 15, and self-efficacy and self-esteem at ages 12 and 15. We found that attendance to pre-school is related to higher socio-emotional ability, specifically higher scores on indicators of agency and pride. For those that start early (at 3 or 4 years), the relationship with agency persists up to the age of 15 years.

Keywords: Pre-school; Socio-emotional competencies; Non-cognitive skills; Peru; Self-esteem; Self-efficacy (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:87:y:2021:i:c:s0738059321001358

DOI: 10.1016/j.ijedudev.2021.102482

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