The Promise of Preschool in Africa: A Randomized Impact Evaluation of Early Childhood Development in Rural Mozambique

This report presents initial results of a community based preschool program implemented by Save the Children in the Gaza Province of Mozambiqu

Preschool and Parental Response in a Second Best World: Evidence from a School Construction Experiment

Interventions targeting early childhood development hold promise for increasing human capital and reducing the intergenerational transmission of poverty. This paper presents results from a randomized evaluation of a preschool construction program in Cambodia, and suggests caution. The overall impact of the program on early childhood outcomes was small and statistically insignificant. For the cohort with highest program exposure, the impact on cognitive indicators was negative; with the largest negative effects among children of poorer and less educated parents. The results are consistent with frequent underage enrollment in primary school in the absence of preschools, stricter enforcement of the minimum age for primary school entry after the intervention, substitution between primary and preschool following intervention, and difference in demand responses to the new preschools between more and less educated parents. The results show that contextual and program specifics, and behavioral responses, can potentially lead to perverse effects of programs

Qualitative and Quantitative Assessments of Thriving and Contribution in Early Adolescence: Findings from the 4-H Study of Positive Youth Development

Research and practice in youth development converge in an interest in positive development, or thriving. They converge also in seeking to promote among youth an orientation to act in support of their own and others’ well-being through contributions to self, family, and community. Based on the results of both qualitative (open and axial coding of parents’ and students’ answers to several open-ended questions) and quantitative analyses of data from Wave 2 (Sixth Grade; 2003-2004) of the 4-H Study of Positive Youth Development (PYD), we found that adolescents and parents define a thriving youth in different ways and, as well, that the groups differ in the salience of contribution as part of their respective conceptions of thriving. We discuss the implications for research and practice of the two generational groups’ contrasting views of thriving and contribution

Qualitative and Quantitative Assessments of Thriving and Contribution in Early Adolescence: Findings from the 4-H Study of Positive Youth Development

Research and practice in youth development converge in an interest in positive development, or thriving. They converge also in seeking to promote among youth an orientation to act in support of their own and others’ well-being through contributions to self, family, and community. Based on the results of both qualitative (open and axial coding of parents’ and students’ answers to several open-ended questions) and quantitative analyses of data from Wave 2 (Sixth Grade; 2003-2004) of the 4-H Study of Positive Youth Development (PYD), we found that adolescents and parents define a thriving youth in different ways and, as well, that the groups differ in the salience of contribution as part of their respective conceptions of thriving. We discuss the implications for research and practice of the two generational groups’ contrasting views of thriving and contribution

Preschool and Parental Response in a Second Best World: Evidence from a School Construction Experiment

International audienceInterventions targeting early childhood hold promise for reducing the intergenerational transmission of poverty. Results from a randomized evaluation of a preschool construction program in Cambodia suggest caution. Overall impacts on early childhood outcomes are small and insignificant. Impacts on cognition are negative for the cohort with highest program exposure, with the largest negative effects among children of poorer and less educated parents. The results are explained by substitution from primary to preschool, and differences in demand responses to preschools between more and less educated parents. Context, program specifics, and behavioral responses, can hence lead to perverse effects of well-intentioned interventions

Investing in Young Children : An Early Childhood Development Guide for Policy Dialogue and Project Preparation

Investing in young children is the responsible thing to do. All children deserve a chance to grow into healthy, educated, and competent people, no matter where and when they were born. While parents bear most of the responsibility for raising their children, especially in the early years of life, governments also have an important role during this critical time of human capital accumulation. For example, governments can ensure that all expectant mothers and young children have access to quality health services and nutrition. They can support parents and other caregivers in providing a positive and stimulating environment for children from birth on by promoting parenting information programs, investing in direct services such as home-based visits, funding daycare centers and preschools, or providing financial incentives to access good quality programs for infants and children. This Early Childhood Development (ECD) guide presents lessons and experiences that have been useful in informing the policy debate about ECD interventions and the design of such programs across the world. Whether the user of this guide is at the initial stage of deciding whether to expand an ECD portfolio or already in the program design stage, the content offers a range of evidence- based options to inform policy and investment choices

Supporting Youth at Risk: A Policy Toolkit for Middle-Income Countries

Youth at risk can be defined as individuals between the ages of 12 and 24 who face “environmental, social, and family conditions that hinder their personal development and their successful integration into society as productive citizens". The World Bank has produced this Policy Toolkit in response to a growing demand from its government clients and partners for advice on how to create and implement effective policies for at-risk youth. Highlighted are 22 policies (six core policies, nine promising policies, and seven general policies) that have been effective in addressing the following five key risk areas for young people around the world: i) youth unemployment, underemployment, and lack of formal sector employment; ii) early school leaving; iii) risky sexual behavior leading to early childbearing and HIV/AIDS; iv) crime and violence; v) substance abuse.youth, risk, HIV/AIDS, early childbearing, employment, underemployment, school, substance abuse, crime, violence