Preschool Enrollment Research Articles

“We tend to underestimate the children!” – a qualitative analysis of preschool teachers’ views on child-parent-teacher relationship-building during preschool transition

ABSTRACT Upon preschool enrollment, the child-teacher relationship becomes important for the child’s continued development. We suggest that parents may be essential in supporting the establishment of such relationships from the first weeks of the child’s preschool enrollment, the so-called “introduction process”. Recent data indicates that Nordic preschools organize this aspect of preschool introduction differently, but no empirically informed knowledge-base exists on how to best support positive family-teacher interactions. To enrich this sparse topic, we conducted focus groups with Swedish preschool professionals (N = 31) to qualitatively acquire experiences and reflections on child-adult interactions during preschool introduction. Thematic analysis revealed two themes, centering around emotional security and the need to introduce the child and the parent(s). While emphasizing the importance of the parent’s presence near the child during the introduction process, dilemmas and conflicting ideas about how to arrange child-adult interactions were revealed, with potential implications for the child’s transition and the child-teacher relationship-building.

Associations of Longitudinal BMI-Percentile Classification Patterns in Early Childhood with Neighborhood-Level Social Determinants of Health.

Background: Understanding social determinants of health (SDOH) that may be risk factors for childhood obesity is important to developing targeted interventions to prevent obesity. Prior studies have examined these risk factors, mostly examining obesity as a static outcome variable. Methods: We extracted electronic health record data from 2012 to 2019 for a children's health system that includes two hospitals and wide network of outpatient clinics spanning five East Coast states in the United States. Using data-driven and algorithmic clustering, we have identified distinct BMI-percentile classification groups in children from 0 to 7 years of age. We used two separate algorithmic clustering methods to confirm the robustness of the identified clusters. We used multinomial logistic regression to examine the associations between clusters and 27 neighborhood SDOHs and compared positive and negative SDOH characteristics separately. Results: From the cohort of 36,910 children, five BMI-percentile classification groups emerged: always having obesity (n = 429; 1.16%), overweight most of the time (n = 15,006; 40.65%), increasing BMI percentile (n = 9,060; 24.54%), decreasing BMI percentile (n = 5,058; 13.70%), and always normal weight (n = 7,357; 19.89%). Compared to children in the decreasing BMI percentile and always normal weight groups, children in the other three groups were more likely to live in neighborhoods with higher poverty, unemployment, crowded households, single-parent households, and lower preschool enrollment. Conclusions: Neighborhood-level SDOH factors have significant associations with children's BMI-percentile classification and changes in classification. This highlights the need to develop tailored obesity interventions for different groups to address the barriers faced by communities that can impact the weight and health of children living within them.

Associations of longitudinal BMI percentile classification patterns in early childhood with neighborhood-level social determinants of health.

Understanding social determinants of health (SDOH) that may be risk factors for childhood obesity is important to developing targeted interventions to prevent obesity. Prior studies have examined these risk factors, mostly examining obesity as a static outcome variable. We extracted EHR data from 2012-2019 for a children's health system that includes 2 hospitals and wide network of outpatient clinics spanning 5 East Coast states in the US. Using data-driven and algorithmic clustering, we have identified distinct BMI-percentile classification groups in children from 0 to 7 years of age. We used two separate algorithmic clustering methods to confirm the robustness of the identified clusters. We used multinomial logistic regression to examine the associations between clusters and 27 neighborhood SDOHs and compared positive and negative SDOH characteristics separately. From the cohort of 36,910 children, five BMI-percentile classification groups emerged: always having obesity (n=429; 1.16%), overweight most of the time (n=15,006; 40.65%), increasing BMI-percentile (n=9,060; 24.54%), decreasing BMI-percentile (n=5,058; 13.70%), and always normal weight (n=7,357; 19.89%). Compared to children in the decreasing BMI-percentile and always normal weight groups, children in the other three groups were more likely to live in neighborhoods with higher poverty, unemployment, crowded households, single-parent households, and lower preschool enrollment. Neighborhood-level SDOH factors have significant associations with children's BMI-percentile classification and changes in classification. This highlights the need to develop tailored obesity interventions for different groups to address the barriers faced by communities that can impact the weight and health of children living within them. This study demonstrates the association between longitudinal BMI-percentile patterns and SDOH in early childhood. Five distinct clusters with different BMI-percentile trajectories are found and a strong association between these clusters and SDOH is observed. Our findings highlight the importance of targeted prevention and treatment interventions based on children's SDOH.

Preprimary education and early childhood development: Evidence from government schools in rural Kenya

We provide evidence on the link between enrollment in public preschool and child vocabulary, a critical precursor to early literacy. We measure early childhood development among both in-school and out-of-school children in Kenya, allowing us to examine the association between preschool enrollment and cognitive outcomes. Children in our sample are more likely to start school at age three rather than age four if they live within a few hundred meters of the nearest primary school. Three-year-olds living closer to the school also have stronger vocabulary skills, though a similar pattern does not exist among older children. Using proximity to school as an instrument for preprimary enrollment, we find that preprimary enrollment raises mother tongue receptive vocabulary by more than one standard deviation at age three, but does not impact vocabulary at later ages.

Structured early childhood education exposure and childhood cognition – Evidence from an Indian birth cohort

Experiences in early childhood form the bedrock of future human potential. In impoverished settings, structured early childhood education (ECE) in preschool years can augment overall childhood and later human abilities. The current study evaluates preschool learning exposure and childhood cognition, using longitudinal follow-up of a community-based birth cohort in Vellore, south India. The birth cohort study site in Vellore recruited 251 newborns between 2010 and 2012 from dense urban settlements and further followed up into childhood. Preschool enrolment details were obtained from parents. Childhood cognition was assessed by Weschler’s preschool primary scale of intelligence (WPPSI) and Malin’s intelligence scale for Indian Children (MISIC) at 5 and 9 years of age respectively. Bivariate and multivariate regression analyses were performed with adjustments for socio-economic status (SES), maternal education, stunting status and home environment. Out of 251 new-borns recruited into the MAL-ED birth cohort, 212 (84.46%) and 205 (81.7%) children were available for the 5 year and 9 year follow-up respectively. At 5 years, structured ECE of 18 to 24 months duration was significantly associated with higher cognition scores, with the highest increase in processing speed [β: 19.55 (11.26–27.77)], followed by full-scale intelligence [β: 6.75 (2.96–10.550)], even after adjustments for SES, maternal cognition, home factors and early childhood stunting status. Similarly adjusted analysis at 9 years showed that children who attended 1.5–2 years of structured ECE persisted to have higher cognition, especially in the performance domain [β: 8.82 (2.60–15.03)], followed by the full-scale intelligence [β: 7.24 (2.52–11.90)]. Follow-up of an Indian birth cohort showed that structured ECE exposure was associated with better school entry cognition as well as mid-childhood cognition. Strengthening ECE through a multi-pronged approach could facilitate to maximize cognitive potential of human capital.

Bridging the vitamin A and deworming coverage gap among underserved populations in India through government and civil society organization partnerships

BackgroundVitamin A deficiency (VAD) is a major public health problem in India, where approximately 62% of children under five have low retinol levels (< 70 µmol/L). This study aims to (1) evaluate vitamin A supplementation (VAS) and deworming (VAS + D) coverage in Nagaland state through government and civil society organization (CSO) partnerships, (2) examine socio-demographic barriers and facilitators to VAS + D coverage, (3) examine associations between socio-demographic characteristics and source of VAS coverage (i.e., government vs. CSOs), and (4) estimate the impact of VAS on health outcomes due to increased coverage through government and CSO partnerships.MethodsA cross-sectional statewide coverage survey was conducted in Nagaland, India with 1,272 caregivers of children 6–59 months. Household socio-demographic data and VAS + D exposure variables were collected via quantitative survey. Univariate analyses were used to assess the associations between the independent and outcome variables; odds ratios were computed to measure the strength of the association at a significance level of < 0.05. The Lives Saved Tool (LiST) was used to estimate the impact of increased VAS coverage on child undernutrition, morbidity and mortality.ResultsMost children (77.2%) received VAS in the past six months, with 28.1% receiving VAS in capsule form (provided primarily by CSOs) and 70.2% received VAS in syrup form (provided primarily by government). Total deworming coverage was 74.2%, with 43.5% receiving both VAS and deworming. Lower pre-school enrollment was a barrier to receiving VAS (47.4% not enrolled vs. 80.9% enrolled, p < 0.001). A barrier to receiving VAS + D was lack of knowledge of benefits (p < 0.001). Based on LiST modeling, increasing VAS coverage by 22% through CSOs resulted in an estimated 114 stunting cases averted, 25,017 diarrhea cases averted, and 9 lives saved in 2019 in Nagaland State.ConclusionsGovernment and CSO partnerships can reduce disparities in VAS coverage and decrease under-five child morbidity and mortality.

Determinants of Children’s Enrollment in Selected Pre-Schools in Tana Delta Sub County, Tana River County, Kenya

Purpose: The purpose of the Study is to gather useful information on the determinants of children’s enrollment in pre-schools, the study was guided by the following research question “How do parents’ attitudes towards pre-school education influence pre-school enrollment?” Literature was reviewed under the following sub heading; parents’ attitude towards early learning and pre-school enrollment.&#x0D; Methodology: The researcher employed use of survey method to gather data, simple random was used in sampling respondents.&#x0D; Findings: The study found out that Parents’ Attitude towards Pre-School influences children’s enrolment as majority (75%) of the parents in the study indicated that pre-school education was important to the child. This shows that majority of parents had a positive perception of pre-school education.&#x0D; Unique Contribution to Theory, Policy and Practice: The researcher recommended that the government should include pre-schools into free primary education and financially support the school feeing program. The County Director of Education Mr M ashengu was a worried person in the declining enrolment of early learners, a view shared by the Director of Preschools, Tana-River County, Mr Abdi Bantta that that the two provided excellent support in solving the puzzle and delve into ways that will significantly reduce the costs incurred by parents’ thereby encouraging increased enrollment.

Сімейна політика в повоєнних умовах: висновки для України

The article is devoted to the study of the experience of implementing family policy in countries where, at the same time, military actions took place on their own territory and the demographic behaviour of the population is close to that of Ukrainians. The relevance is due to the existence of significant challenges for the demographic and socio-economic development of Ukraine, which have intensified as a result of the Russian-Ukrainian war. The war intensifies depopulation against the backdrop of decline in the quality of life and increases the migratory outflow of the population. Family policy has the potential to mitigate demographic challenges. Studying the experience of its implementation in countries that have gone through heavy military operations on their own territory and have similar demographic behaviour of the population can contribute to the formation of vision for the development of family policy in Ukraine. The cases of wars and post-war reconstruction of Croatia and Bosnia and Herzegovina were determined to be the most comparable. The purpose of the paper is to study the experience of family policy in countries that had the wars on their own territory and to determine the possibilities of implementing their experience in Ukraine. The work uses the following methods: comparison, generalization and induction, historical analogy and systemic approach, critical assessment of scientific achievements in the relevant field, elements of graphic analysis and comparative legal analysis, abstract-logical method. A set of statistical indicators used in the article is based on the materials of Eurostat, OECD Family Database, World Bank Open Data, the Agency for Statistics of Bosnia and Herzegovina, scientific publications on the subject. The novelty of the work consists in supplementing ideas about the possibilities and consequences of the implementation of family policy in post-war conditions, as well as the possibilities of using the experience of other countries in the conditions of post-war recovery. It is substantiated that the development of the family policy of the European countries that experienced hostilities on their own territory took place in the conditions of a low level of funding, most of the planned instruments were not implemented, the documented goals regarding fertility (quite ambitious) were not achieved. The post-war fertility in the more economically successful Croatia, after the war-induced fluctuations and subsequent decline, stabilized at a higher level than in the poorer Bosnia and Herzegovina, although the pre-war situation was the opposite. The low level of family policy funding, low preschool enrollment rate, lack of significant childbirth payments, difficulties with the opportunities of mothers in the labour market, spread of gender stereotypes are characteristic of the considered countries. The development of family policy in the context of postwar recovery ultimately leads to attempts to develop a comprehensive family policy with an emphasis on childcare services, the spread of gender equality and support for working parents.

Implementing Social Media Marketing Tactics to Boost Preschool Enrollment Intentions

Implementing Social Media Marketing Tactics to Boost Preschool Enrollment Intentions

Class-based preschool enrolment - social stratification and quality differences in the Swedish preschool market

ABSTRACT In this article, we analyse overarching patterns of social stratification in, and quality differences between, Swedish preschools. Drawing on a Bourdieusian social classification scheme, we evidence in what type of preschools different social groups enrol their children in, and to what extent Swedish preschool children encounter different levels of quality at municipal, for-profit and non-profit providers in the preschool market. The analysis employs individual register data from Statistics Sweden covering all families in Swedish preschools for the year 2019. This comprises information on approximately 510 000 children and 122 000 unique families. We use descriptive statistics, looking at over- and under-representation in enrolment patterns of 38 social groups along with quality indicators of different providers in terms of preschool size, teacher and staff ratio and the level of teachers with Swedish background. Results from this total population analysis of Swedish preschool enrolment reveal indicators of particular class practices, where upper- and middle-class families are overrepresented in both for-profit and non-profit preschools in contrast to working-class families. Simultaneously, private providers may not always deliver high standards of structural quality, which clouds the image of how quality is viewed by parents in general, and by upper- and middle-class families in particular.

Education policy reform and the impact of free preschool education on boys’ and girls’ reading competence

AbstractNumerous authors have reported a positive relationship between preschool enrolment and academic performance in later years, even helping to reduce the academic gap existing between students from different socio‐economic backgrounds. In this context, this paper goes further by analysing the impact that early childhood education (from 3 to 6 years) has on Spanish boys’ and girls’ reading achievement when they are in fourth grade (10 years). For this purpose, we take advantage of the 2006 Spanish education reform that promoted free second stage preschool education by using data from Progress in International Reading Literacy Study 2011 and 2016 and an instrumental variable approach, in order to get closer to causality than previous literature for Spain. We find that attending preschool has a positive influence on reading achievement, well above the impact found when using simple ordinary least squares estimates, being higher for girls than for boys.

A glass ceiling at the playhouse? Gender gaps in public and private preschool enrollment in India

India has reduced male-biased gender gaps in primary school enrollment and progression rates in recent years. However, patterns of early childhood education enrollment, selection of preschool, and related gender gaps remain inadequately studied. This study uses data from India’s National Family Health Survey (2019–2021), which collected preschool information for children aged 2–4 years, to examine female-male gaps in preschool enrollment. An estimated 40% of children were enrolled in preschools, and among them, 28% were enrolled in private preschools, with substantial variation across states. State, district, and household fixed-effects regressions, which accounted for a wide range of background characteristics of children, show that while preschool enrollment rates were 3.6–4.1% higher among girls than boys, girls were 9.3–16.7% less likely to be enrolled in higher quality private preschools. Using a mother fixed-effects regression, we found that while there was no gender gap in siblings’ preschool enrolment rates, girls were 18.6% less likely to be enrolled in private preschool than their brothers. The relative bias towards males in private preschool enrollment decreased with standard of living and maternal schooling levels. The findings indicate gender discrimination in enrollment in higher quality private preschool against young girls.

Developmental trajectories of late preterm infants and predictors of academic performance.

The trajectories of late preterm development from infancy to kindergarten reading and math, and predictors of academic resilience and risk are unknown. Sample included 1200 late preterm infants (LPIs) from the Early Childhood Longitudinal Study, Birth Cohort. Objective measurements of development at 9 and 24 months (Bayley-SFR) and reading and math academic achievement at preschool and kindergarten were standardized; trajectories of late preterm development from 9 months to kindergarten reading and math were identified using latent class growth analysis. Multinomial logistic regression [aOR, 95% CI] identified predictors of academic resilience and risk. Four trajectory groups were observed for reading and three for math. More optimal trajectories (in reading and math) and academic resilience were associated with experiencing sensitive parenting and preschool attendance. Suboptimal (at-risk) trajectories (in reading or math) and an increased odds of academic risk were associated with <high school education, twin/multiple gestation, prenatal smoking and male sex. LPI trajectories varied from infancy to kindergarten. More sensitive parenting and preschool attendance predicted academic resilience, and should be encouraged. Select risk factors (prenatal smoking, twin/multiple gestation, male sex, <high school education) predicted academic risk, and can help identify LPIs who might benefit from closer monitoring prior to school entry. Late preterm infants (LPIs) have developmental risks compared to full terms. LPI trajectories of early reading and math varied from infancy to kindergarten. We identified predictors of academic resilience and risk, which can help inform anticipatory guidance provided to LPIs prior to kindergarten. Promotive factors (sensitive parenting and preschool enrollment) predicted academic resilience. Select maternal and neonatal characteristics (<high school education, male sex, prenatal smoking, and multiple gestation) predicted academic risk at kindergarten. LPIs account for the majority of preterm infants. Encouraging preschool enrollment and fostering sensitive parenting may promote early academic achievement in LPIs, which has population-level impacts.

Predictors of Secondary Education Completion across Portuguese Municipalities: Evidence from the 2009–2018 Period

Our overriding goal was to understand territorial inequalities regarding secondary school completion by testing which contextual factors and educational resources are associated with their change in high- and low-density Portuguese municipalities. Our analysis covered the time between 2009 and 2018, including both the economic crisis and the economic recovery period. Drawing mostly on publicly available data from 253 municipalities and following a Linear Mixed Model approach, we found that low-density municipalities depicted significantly greater levels of secondary school attainment by 2013 compared to high-density municipalities. Moreover, growing unemployment rates were associated with a reduction in secondary school completion rates across the assessed time points. Contrary to our expectations, higher rates of permanent teachers were associated with worse rates of secondary school completion. In addition, we found a significant increase in the rates of secondary school conclusion at higher levels of preschool enrollment among high-density municipalities. Our discussion counteracts the usual overstating of vulnerable territories’ worse educational indicators. We also underline the importance of improving secondary education indicators for reducing structural inequalities in the school-to-work transition in less affluent territories and pinpoint the importance of implementing policies, such as improving access to preschool education in Portuguese high-density municipalities.

Parental investment, school choice, and the persistent benefits of an early childhood intervention

We present evidence from a randomised experiment testing the impacts of a six-month early childhood home-visiting program on child outcomes and parental investment behaviour at school entry. Two and a half years after completion of the program, we find large persistent effects on parental investment at home, as well as large effects on preschool enrolment. Children in treatment villages were enrolled earlier and in higher quality preschools, the latter reflecting a shift in preferences over preschool attributes towards quality. Finally, we find evidence that the program increased child working memory, but do not find strong evidence of impacts on other cognitive sub-domains or on non-cognitive skills of children at school entry.

Gendered familialism in a Mediterranean context: women’s labor market participation and early childhood education and care in Turkey

AbstractThis article explores the relationship between women’s labor market participation and early childhood education and care (ECEC) in Turkey within a broader Mediterranean context. Since the 1990s, there have been significant changes in the familialist models in the Mediterranean region driven by women’s increased labor market participation and the expansion of ECEC services. The transformations in the region have unveiled a significant link between the expansion of preschool education and an increase in women’s labor market participation. Turkey missed this critical juncture in the 1990s, as indicated by the low employment rates of women and below-the-Organisation for Economic Co-operation and Development (OECD)-average preschool enrolment. Through a comparative perspective that examines the slow progress in both areas in Turkey as well as the gendered feature of its familialist model, the article emphasizes the need for closer analysis of the link between ECEC and the low labor force participation of women. Given that the expansion of ECEC in the 2000s has taken place through market-driven services, the article concludes that the link between ECEC and women’s labor market participation exhibits a class dimension. Thereby, women from lower socio-economic groups are increasingly experiencing the impact of the gendered characteristics inherent in the familialist regime in Turkey.

Impacts of village preschools on student enrollment and longer-term outcomes: New evidence from the poorest regions in China

This paper examines the impacts of both the availability and the quality of village preschools on student enrollment and longer-term outcomes in the context of the rapid development of early childhood education in the poorest areas of China. After the implementation of one of the world’s largest universal preschool programs for a decade, the number of preschools in China has more than doubled while annual enrollments have increased by 60%. Using nationally representative survey data tracking children from 2010 to 2018, we identify the causal impacts of village preschools using a difference-in-differences instrumental variable approach. Building new preschools substantially increased students’ access to early childhood education in low-income villages. We also find suggestive evidence of positive impacts on their cognitive skills four years after preschool enrollment, but not their non-cognitive skills. To identify the impacts of preschool quality, we re-examined the “One-Village-One-Preschool” experiment in one of China’s poorest counties. High-quality preschools substantially improved students’ academic outcomes, particularly among disadvantaged students. Our findings contribute new evidence on how early childhood education affects human capital development in low-income regions.

Does Preschool Education Moderate the Associations Between Paternal, Maternal, and Allocaregivers’ Engagement and Children’s Literacy and Social Skills in African Countries?

ABSTRACT Maternal reports from the UNICEF Multiple Indicator Cluster Surveys were determined whether preschool enrollment strengthened the associations between paternal, maternal, and allocaregivers’ (e.g. grandparents, aunts, uncles) engagement in literacy-type and social activities and children’s literacy and social skills. The sample consisted of 47,832 mother-father pairs, other household members, and preschool-aged children in cultural communities in 14 African countries. Research Findings: Household resources, educational attainment, and educational materials were consistent predictors of children’s literacy and social skills. Children whose mothers, fathers, and allocaregivers read to them and who were in preschool performed better on the literacy skills assessments than those whose caregivers did not read to them and did not attend preschool. Reading was a better predictor of children’s literacy skills than storytelling or naming/counting objects. Preschool enrollment appears to be a better predictor of children’s literacy and social skills than caregiver engagement. Practice and Policy: Expanding literacy materials, encouraging father involvement, and sustaining collaborations between parents and allocaregivers with preschool programs may help to cultivate children's social and literacy skills.

Regional Maternity Capital Programmes: Impact on Fertility in Russia

Despite an active demographic policy, the birth rate in Russia has been declining since 2015. Since 2007, federal maternity capital (FMC) programme has been implemented. In 2011, some Russian regions additionally introduced regional maternity capital (RMC). The paper aims to assess the impact of RMC on fertility in Russian regions. To this end, econometric models using panel data from the Federal State Statistics Service for 1996-2020 were utilised. A positive impact of regional maternity capital for a second child on fertility was revealed. The study demonstrated that this support measure is most effective in predominantly Orthodox regions, as well as in regions with a higher total fertility rate (more than 1.7). According to the analysis, it is necessary to raise RMC payments for a second child to the level of federal maternity capital, all other things being equal, in order to increase the average total fertility rate to 1.7. Fertility is negatively correlated with the average per capita income, housing costs, unemployment rate and preschool enrolment, as well as positively correlated with federal maternity capital and marriage rate. As a result, the state has to continue and improve maternity capital programmes for the purchase of housing for families with children, support them in the labour market, improve preschool infrastructure, and also to pursue a pro-natalist policy aimed at strengthening the family institution and preserving family values. Due to the specificity of data, an influence of regional maternity capital on changes in birth timing and purposes of the capital’s possible spending were not considered. Further research should focus on determining priority forms of providing regional maternity capital according to the intended use.

Universal preschool and cognitive skills – the role of school starting age as a moderating factor

Previous empirical evidence is mixed regarding the impact of universal preschool on cognitive skills. We show that preschool enrollment can impact test scores positively if it does not lead to earlier school enrollment. We examine rich student data and use different enrollment cutoff dates in Hungary to separate the beneficial direct effect of earlier preschool enrollment from a negative indirect effect that may occur through earlier school enrollment. We find significant direct impacts: 6th-grade reading (math) test scores increase by 9.0 (6.3) percent of a standard deviation for children who enroll in preschool a year earlier. This impact persists through 10th grade and is larger among disadvantaged children. The findings support the importance of universal preschool for improving cognitive skills and equity. They highlight a key consideration for policy evaluation and design and help reconcile ambiguities in the previous empirical evidence.