Combining Preschool Teacher Training with Parenting Education
This paper evaluates a government program in Malawi, which aimed to improve quality at community-based childcare centers and complemented these efforts with a group-based parenting support program. Children in the integrated intervention arm (teacher training and parenting) had significantly higher scores in measures of language and socio-emotional development than children in centers receiving teacher training alone at the 18-month follow-up. However, the study finds no effects on child assessments at the 36-month follow-up. Significant improvements at the centers relating to classroom organization and teacher behavior in the teacher-training only arm did not translate into improvements in child outcomes at either follow-up. The findings suggest that, in resource-poor settings with informal preschools, programs that integrate parenting support within preschools may be more effective than programs that simply improve classroom quality.
| Main Authors: | , , , , , |
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| Format: | Working Paper biblioteca |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2016-09
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| Subjects: | early childhood development, parenting education, preschool teacher training, |
| Online Access: | http://documents.worldbank.org/curated/en/2016/09/26781359/combining-preschool-teacher-training-parenting-education-cluster-randomized-controlled-trial https://hdl.handle.net/10986/25130 |
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