Association Between the COVID-19 Pandemic and Early Childhood Development

コロナ禍で5歳児に約4か月の発達の遅れ --3歳、5歳ともに発達の個人差拡大--. 京都大学プレスリリース. 2023-07-11.[Importance] Although a growing number of studies have reported negative associations of the COVID-19 pandemic with academic performance among school-aged children, less is known about the pandemic’s association with early childhood development. [Objective] To examine the association between the COVID-19 pandemic and early childhood development. [Design, Setting, and Participants] In this cohort study conducted in all accredited nursery centers in a Japanese municipality, baseline surveys of children aged 1 and 3 years (1000 and 922, respectively) were conducted between 2017 and 2019, and participants were followed up for 2 years. [Exposure] Children’s development was compared at age 3 or 5 years between cohorts that were exposed to the pandemic during the follow-up and a cohort that was not. [Main Outcome and Measure] Children’s developmental age was measured by nursery teachers using the Kinder Infant Development Scale (KIDS). Data were analyzed between December 8, 2022, and May 6, 2023. [Results] A total of 447 children (201 girls [45.0%] and 246 boys [55.0%]) aged 1 year at baseline were followed up to age 3 years, and 440 children (200 girls [45.5%] and 240 boys [54.5%]) aged 3 years at baseline were followed up to age 5 years. During the follow-up, the cohorts that were exposed to the pandemic were 4.39 months behind in development at age 5 compared with the cohort that was not (coefficient, −4.39; 95% credible interval, −7.66 to −1.27). Such a negative association was not observed in development at age 3 years (coefficient, 1.32; 95% credible interval, −0.44 to 3.01). Variations in development were greater during the pandemic than before the pandemic regardless of age. Additionally, the quality of care at nursery centers was positively associated with development at age 3 years during the pandemic (coefficient, 2.01; 95% credible interval, 0.58-3.44), while parental depression appeared to amplify the association between the pandemic and delayed development at age 5 (coefficient of interaction, −2.62; 95% credible interval, −4.80 to −0.49; P = .009). [Conclusions and Relevance] The findings of this study showed an association between exposure to the pandemic and delayed childhood development at age 5 years. Variations in development widened during the pandemic regardless of age. It is important to identify children with developmental delays associated with the pandemic and provide them with support for learning, socialization, physical and mental health, and family support

Negative assimilation:how immigrants experience economic mobility in Japan

This paper examines the economic mobility of foreign migrants in Japan. In a country that is largely regarded as homogeneous and closed to outsiders, how and to what extent do immigrants achieve economic success? A survey conducted by the authors revealed that the conventional assimilationist perspective does not fully explain immigrants’ economic success in Japan. Migrants from the West experience what Chiswick and Miller (2011) refer to as “negative assimilation.” That is, their earnings decline over time in Japan. While negative assimilation was not clearly observed among immigrants from neighboring Asian countries, wages among them did not increase with the length of their stay in Japan. For both groups, the skills they brought from abroad were found to be largely accountable for their economic success, while locally specific human capital, such as education acquired in the host society, did not contribute to their earnings

Cost-Effectiveness Analysis of Education Project Evaluation by Randomized Experiments : The Case of Kenya

Are there strategies to measure the unbiased impact of a particular project, program or policy in such a way as to prioritize public action and maximize the outcome? The decision to expand, reduce or maintain the size of a particular project is based on impact evaluation. How an evaluation can eliminate potential bias and assess the impact of intervention in an accurate fashion is extremely important for the implementation of project, program and policy by development communities and government officials. Randomized experiments are generally thought to be the "gold standard" in policy research. Experimental designs that involve randomly assigning participants to one or more treatment conditions and a no-treatment control group for comparison allow researchers to more confidently answer research questions about whether or not a certain policy or intervention has an influence on observed changes in the population of interest. Selection, or the possibility that an individual's unobserved characteristics are actually explaining the observed association between the intervention and the outcome, is largely ruled out in a randomized experiment. This paper introduces recent randomized experiments of eight educational projects in the primary education sub-sector in Kenya to demonstrate how this experimental design works to reduce potential bias. Further, using the average treatment effect on the treated (ATT) estimated by the experiments, this paper runs a cost-effectiveness analysis in terms of (i) quantitative measures expressed as gains in school attendance and (ii) qualitative measures expressed as gains in test scores. The analysis reveals that education projects diminishing the burden on parents of educational costs are more cost-effective than alternatives to improve quantitative measures at primary education in Kenya. On the other hand, those providing appropriate incentives for both students and teachers are more cost-effective to improving qualitative measures. We confirm the same result from the cost-effectiveness analyses using data obtained by randomized and quasi-experiments, in other developing countries

Impacts of an Information and Communication Technology-Assisted Program on Attitudes and English Communication Abilities: An Experiment in a Japanese High School

We conducted a randomized experiment targeting 322 Japanese high school students to examine the impacts of a newly developed English-language learning program. The treated students were offered an opportunity to communicate for 25 minutes with English-speaking Filipino teachers via Skype several times a week over a 5-month period as an extracurricular activity. The results show that the Skype program increased the interest of the treated students in an international vocation and in foreign affairs. However, the students did not improve their English communication abilities, as measured by standardized tests, probably because of the program's low utilization rate. Further investigation showed that the utilization rate was particularly low among students demonstrating a tendency to procrastinate. These results suggest the importance of maintaining students’ motivation to keep using such information and communication technology-assisted learning programs if they are not already incorporated into the existing curriculum. Having procrastinators self-regulate may be especially crucial

Does Computer-Aided Instruction Improve Children's Cognitive and Noncognitive Skills?

This paper examines the causal effects of computer-aided instruction (CAI) on children's cognitive and noncognitive skills. We ran a clustered randomized controlled trial at five elementary schools with more than 1,600 students near Phnom Penh, Cambodia. After 3 months of intervention, we find that the average treatment effects on cognitive skills are positive and statistically significant, while hours of study were unchanged both at home and in the classroom. This indicates that CAI is successful in improving students’ learning productivity per hour. Furthermore, we find that CAI raises students’ subjective expectation to attend college in the future