The role of preschool quality in promoting child development: evidence from rural Indonesia
The role of preschool quality in promoting child development: evidence from rural Indonesia
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DOI：
10.1080/1350293x.2017.1331062
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发表时间：
2017-01-01
影响因子：
2.3
通讯作者：
Pradhan, Menno
中科院分区：
文献类型：
--
作者：
Brinkman, Sally Anne;Hasan, Amer;Pradhan, Menno
本文探讨学前教育质量和儿童的早期发展之间的关系，在印尼农村的578所学前教育机构注册的7900多名儿童的样本。质量通过以下方式衡量：（1）使用幼儿环境评定量表修订版（ECERS-R）进行的课堂观察;（2）教师特征;（3）幼儿园的结构特征。儿童的发展是使用早期发展工具（EDI）来衡量的。本文提出了学前教育质量研究的两种方法改进。首先，使用工具变量方法来校正测量误差。第二，ECERS-R通过将项目与印度尼西亚国家学前教育标准进行对比，根据当地情况进行调整。结果表明，观察到的课堂质量是一个显着的和有意义的积极预测儿童的发展，一旦模型纠正测量误差，并适用于本地适应措施的课堂质量。与此相反，教师特征和结构特征是不显着的预测儿童发展，而保持观察到的课堂质量不变。
This article examines the relationship between preschool quality and children's early development in a sample of over 7900 children enrolled in 578 preschools in rural Indonesia. Quality was measured by: (1) classroom observations using the Early Childhood Environment Rating Scale-Revised (ECERS-R); (2) teacher characteristics; and (3) structural characteristics of preschools. Children's development was measured using the Early Development Instrument (EDI). The article proposes two methodological improvements to preschool quality studies. First, an instrumental variable approach is used to correct for measurement error. Second, ECERS-R is adjusted to the local context by contrasting items with Indonesia's national preschool standards. Results show that observed classroom quality is a significant and meaningful positive predictor of children's development once models correct for measurement error and apply a locally-adapted measure of classroom quality. In contrast, teacher characteristics and structural characteristics are not significant predictors of child development, while holding observed classroom quality constant.