Pathways between paternal and maternal education, caregivers’ support for learning, and early child development in 44 low- and middle-income countries

Abstract

While the importance of mothers’ education for children’s development has been well-established, little is known regarding the relative importance of maternal versus paternal education for supporting children’s early developmental outcomes in low- and middle-income countries (LMICs). Using data from 98,464 three- and four-year-old children in 44 LMICs, this study found robust associations between both parents’ education levels and children’s development scores. Parents’ provision of support for learning (i.e., books, stimulating interactions) was a key mechanism through which parental education relates to children’s development – with each parent’s education predicting both his or her own and his or her partner’s efforts to support children’s early learning. Support for learning served as a relatively stronger mechanism in middle-income countries than low-income countries.