Does Professional Development of Preschool Teachers Improve Child Socio-Emotional Outcomes?

Bente Jensen (), Peter Jensen and Astrid Würtz Rasmussen ()
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Bente Jensen: Aarhus University
Astrid Würtz Rasmussen: Aarhus University

No 8957, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: From 2011 to 2013 a randomized controlled trial has been run in Danish preschools to obtain evidence on improvements of early childhood education by providing training to the preschool teachers. The purpose of the intervention is to improve child socio-emotional outcomes (measured by SDQ), especially for socially disadvantaged children. The intervention preschools received extra training of the preschool teachers, whereas control preschools did not receive any training. The results show improvements in several subscales of the SDQ scale. However, the intervention proves less beneficial for socially disadvantaged children, in particular as a consequence of unfavorable preschool characteristics.

Keywords: preschools; childcare; child development; RCT; professional development; intervention (search for similar items in EconPapers)
JEL-codes: I21 J13 J24 (search for similar items in EconPapers)
Pages: 43 pages
Date: 2015-03
New Economics Papers: this item is included in nep-edu and nep-exp
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Citations: View citations in EconPapers (2)

Published - published in : Labour Economics, 2017, 45, 26-39.

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