Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt
By the time children in low- and middle-income countries start primary school, large socioeconomic disparities are evident in children’s learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in low- and middle-income countries. This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in the Arab Republic of Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality. “Double inequality” is observed, where students with less stimulating home environments experience slightly lower quality pre-primary inputs. There are particularly large pre-primary inequities in structural quality (physical environment) and less inequity in process quality (pedagogy). These results suggest that targeted investments in pre-primary education in Egypt are necessary to reduce inequality in school readiness but are likely insufficient to close the socioeconomic status gap in children’s development. Investing in interventions to improve vulnerable children’s home learning environments, as well as investing in quality pre-primary, is critical to address disparities in children’s development.
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Format: | Working Paper biblioteca |
Language: | English English |
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World Bank, Washington, DC
2023-02-27T20:54:12Z
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Subjects: | PRE-PRIMARY, EARLY CHILDHOOD DEVELOPMENT, EDUCATION QUALITY, HOME ENVIRONMENT, SOCIOECONOMIC INQUALITY, SCHOOL READINESS INDICATORS, PRIMARY EDUCATION INVESTMENT, PRE-PRIMARY CHILD DEVELOPMENT INVESTMENT, |
Online Access: | http://documents.worldbank.org/curated/en/099535302242324608/IDU008d8940502703041580928805343fa98e651 https://worldbank7-prod.atmire.com/handle/10986/39477 |
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dig-okr-10986394772023-03-06T16:39:35Z Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt Krafft, Caroline Raikes, Abbie Nikaein Towfighian, Samira Mojgani, Rebecca Sayre PRE-PRIMARY EARLY CHILDHOOD DEVELOPMENT EDUCATION QUALITY HOME ENVIRONMENT SOCIOECONOMIC INQUALITY SCHOOL READINESS INDICATORS PRIMARY EDUCATION INVESTMENT PRE-PRIMARY CHILD DEVELOPMENT INVESTMENT By the time children in low- and middle-income countries start primary school, large socioeconomic disparities are evident in children’s learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in low- and middle-income countries. This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in the Arab Republic of Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality. “Double inequality” is observed, where students with less stimulating home environments experience slightly lower quality pre-primary inputs. There are particularly large pre-primary inequities in structural quality (physical environment) and less inequity in process quality (pedagogy). These results suggest that targeted investments in pre-primary education in Egypt are necessary to reduce inequality in school readiness but are likely insufficient to close the socioeconomic status gap in children’s development. Investing in interventions to improve vulnerable children’s home learning environments, as well as investing in quality pre-primary, is critical to address disparities in children’s development. 2023-02-27T20:54:12Z 2023-03-06T16:39:35Z 2023-02-27T20:54:12Z 2023-03-06T16:39:35Z 2023-02 Working Paper Document de travail Documento de trabajo http://documents.worldbank.org/curated/en/099535302242324608/IDU008d8940502703041580928805343fa98e651 https://worldbank7-prod.atmire.com/handle/10986/39477 English en Policy Research Working Papers;10317 CC BY 3.0 IGO World Bank http://creativecommons.org/licenses/by/3.0/igo application/pdf text/plain World Bank, Washington, DC |
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PRE-PRIMARY EARLY CHILDHOOD DEVELOPMENT EDUCATION QUALITY HOME ENVIRONMENT SOCIOECONOMIC INQUALITY SCHOOL READINESS INDICATORS PRIMARY EDUCATION INVESTMENT PRE-PRIMARY CHILD DEVELOPMENT INVESTMENT PRE-PRIMARY EARLY CHILDHOOD DEVELOPMENT EDUCATION QUALITY HOME ENVIRONMENT SOCIOECONOMIC INQUALITY SCHOOL READINESS INDICATORS PRIMARY EDUCATION INVESTMENT PRE-PRIMARY CHILD DEVELOPMENT INVESTMENT |
spellingShingle |
PRE-PRIMARY EARLY CHILDHOOD DEVELOPMENT EDUCATION QUALITY HOME ENVIRONMENT SOCIOECONOMIC INQUALITY SCHOOL READINESS INDICATORS PRIMARY EDUCATION INVESTMENT PRE-PRIMARY CHILD DEVELOPMENT INVESTMENT PRE-PRIMARY EARLY CHILDHOOD DEVELOPMENT EDUCATION QUALITY HOME ENVIRONMENT SOCIOECONOMIC INQUALITY SCHOOL READINESS INDICATORS PRIMARY EDUCATION INVESTMENT PRE-PRIMARY CHILD DEVELOPMENT INVESTMENT Krafft, Caroline Raikes, Abbie Nikaein Towfighian, Samira Mojgani, Rebecca Sayre Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt |
description |
By the time children in low- and
middle-income countries start primary school, large
socioeconomic disparities are evident in children’s learning
and development. Both pre-primary and home environments can
play important roles in influencing school readiness and can
contribute to disparities in early childhood development,
but there is limited evidence on their relative roles in
low- and middle-income countries. This paper examines how
pre-primary quality, stimulation at home, and early
childhood development vary by socioeconomic status for
pre-primary students in the Arab Republic of Egypt. The
results demonstrate substantial socioeconomic inequality in
stimulation at home, more so than in pre-primary quality and
inputs, although there is variation in the degree of
inequality across different dimensions of pre-primary
quality. “Double inequality” is observed, where students
with less stimulating home environments experience slightly
lower quality pre-primary inputs. There are particularly
large pre-primary inequities in structural quality (physical
environment) and less inequity in process quality
(pedagogy). These results suggest that targeted investments
in pre-primary education in Egypt are necessary to reduce
inequality in school readiness but are likely insufficient
to close the socioeconomic status gap in children’s
development. Investing in interventions to improve
vulnerable children’s home learning environments, as well as
investing in quality pre-primary, is critical to address
disparities in children’s development. |
format |
Working Paper |
topic_facet |
PRE-PRIMARY EARLY CHILDHOOD DEVELOPMENT EDUCATION QUALITY HOME ENVIRONMENT SOCIOECONOMIC INQUALITY SCHOOL READINESS INDICATORS PRIMARY EDUCATION INVESTMENT PRE-PRIMARY CHILD DEVELOPMENT INVESTMENT |
author |
Krafft, Caroline Raikes, Abbie Nikaein Towfighian, Samira Mojgani, Rebecca Sayre |
author_facet |
Krafft, Caroline Raikes, Abbie Nikaein Towfighian, Samira Mojgani, Rebecca Sayre |
author_sort |
Krafft, Caroline |
title |
Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt |
title_short |
Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt |
title_full |
Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt |
title_fullStr |
Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt |
title_full_unstemmed |
Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt |
title_sort |
quality and inequality in pre-primary and home environment inputs to early childhood development in egypt |
publisher |
World Bank, Washington, DC |
publishDate |
2023-02-27T20:54:12Z |
url |
http://documents.worldbank.org/curated/en/099535302242324608/IDU008d8940502703041580928805343fa98e651 https://worldbank7-prod.atmire.com/handle/10986/39477 |
work_keys_str_mv |
AT krafftcaroline qualityandinequalityinpreprimaryandhomeenvironmentinputstoearlychildhooddevelopmentinegypt AT raikesabbie qualityandinequalityinpreprimaryandhomeenvironmentinputstoearlychildhooddevelopmentinegypt AT nikaeintowfighiansamira qualityandinequalityinpreprimaryandhomeenvironmentinputstoearlychildhooddevelopmentinegypt AT mojganirebeccasayre qualityandinequalityinpreprimaryandhomeenvironmentinputstoearlychildhooddevelopmentinegypt |
_version_ |
1767604065125007360 |