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New data release: Young Lives Rounds 1-3 Constructed Files, 2002-2009
New data release: Young Lives Rounds 1-3 Constructed Files, 2002-2009

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Beyond Urban Relocation: Expectations and Concerns of Children and Caregivers in Addis Ababa and Hawassa

This paper documents the views of children and their caregivers about an impending relocation (that has been on the cards for a while) in the context of plans for central areas of Addis Ababa and Hawassa to be developed.

Beyond Urban Relocation: Expectations and Concerns of Children and Caregivers in Addis Ababa and Hawassa

This paper documents the views of children and their caregivers about an impending relocation (that has been on the cards for a while) in the context of plans for central areas of Addis Ababa and Hawassa to be developed.

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Reversal of Gender Gaps in Child Development

This paper provides unique evidence of a reversal of gender gaps in cognitive development in early childhood. We find steep caste and gender gradients and few substantive changes once children enter school. The gender gap, however, reverses its sign for the upper caste, with girls performing better than boys at age 5 but thereafter following the general pattern in India of boys performing better.

Reversal of Gender Gaps in Child Development

This paper provides unique evidence of a reversal of gender gaps in cognitive development in early childhood. We find steep caste and gender gradients and few substantive changes once children enter school. The gender gap, however, reverses its sign for the upper caste, with girls performing better than boys at age 5 but thereafter following the general pattern in India of boys performing better.

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Childhood Growth, Schooling, and Cognitive Development

Background: A growing literature has linked early childhood growth to later-life cognition and schooling outcomes in developing countries. Although existing evidence suggests that children's ability to recover from early growth delays in later childhood is limited, longitudinal studies on the persistence and risk of growth faltering beyond age 5 y remain scarce.

Childhood Growth, Schooling, and Cognitive Development

Background: A growing literature has linked early childhood growth to later-life cognition and schooling outcomes in developing countries. Although existing evidence suggests that children's ability to recover from early growth delays in later childhood is limited, longitudinal studies on the persistence and risk of growth faltering beyond age 5 y remain scarce.

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New data release: Young Lives school survey data now publicly archived
New data release: Young Lives school survey data now publicly archived

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Political Violence, Drought and Child Malnutrition

We analyse the combined effect of political violence and adverse climatic shocks on child nutrition. Instrumental variable models using longitudinal data from Andhra Pradesh, India, yield two key results: (i) drought has an adverse effect on child nutrition in Andhra Pradesh only in violence-affected communities, and (ii) political violence has large negative effects on child nutrition through a reduction of the ability of households to cope with drought. FE-2SLS results are complemented by the use of a unique natural experiment created by a ceasefire in 2004.

Political Violence, Drought and Child Malnutrition

We analyse the combined effect of political violence and adverse climatic shocks on child nutrition. Instrumental variable models using longitudinal data from Andhra Pradesh, India, yield two key results: (i) drought has an adverse effect on child nutrition in Andhra Pradesh only in violence-affected communities, and (ii) political violence has large negative effects on child nutrition through a reduction of the ability of households to cope with drought. FE-2SLS results are complemented by the use of a unique natural experiment created by a ceasefire in 2004.

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Qualitative Longitudinal Research: the start of ‘Qual4’
Qualitative Longitudinal Research: the start of ‘Qual4’

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Parents’ Perspectives on Quality of Schooling in Andhra Pradesh, India

The post-MDG development agenda recognises that simply getting children enrolled in school does not equate with better learning outcomes for children. Globally, there is an ‘education, learning and skills crisis’ with vast numbers of children unable to read or do basic maths after several years of schooling. A focus on improving the quality of schooling is essential, but little is known about what parents perceive as a good school. As they are the key decision-makers when selecting schools for their children, it is important to know what they define as quality in schools.

Parents’ Perspectives on Quality of Schooling in Andhra Pradesh, India

The post-MDG development agenda recognises that simply getting children enrolled in school does not equate with better learning outcomes for children. Globally, there is an ‘education, learning and skills crisis’ with vast numbers of children unable to read or do basic maths after several years of schooling. A focus on improving the quality of schooling is essential, but little is known about what parents perceive as a good school. As they are the key decision-makers when selecting schools for their children, it is important to know what they define as quality in schools.

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WDR 2015 on ‘Mind and Culture’: an opportunity to understand decisions in context
WDR 2015 on ‘Mind and Culture’: an opportunity to understand decisions in context

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Child Work and Mobility

Writing about children and ‘the politics of culture’ at the end of the twentieth century, Sharon Stephens (1995) characterises the modern world in terms of ‘transnational flows of commodities and people; by vast numbers of refugees, migrants, and stateless groups; by state projects to redefine the threatened boundaries of national cultures [...]’. Children are typically cast as unwitting and passive subjects of these shifting global forces, rather than active participants who experience, challenge and reshape the world around them.

Child Work and Mobility

Writing about children and ‘the politics of culture’ at the end of the twentieth century, Sharon Stephens (1995) characterises the modern world in terms of ‘transnational flows of commodities and people; by vast numbers of refugees, migrants, and stateless groups; by state projects to redefine the threatened boundaries of national cultures [...]’. Children are typically cast as unwitting and passive subjects of these shifting global forces, rather than active participants who experience, challenge and reshape the world around them.

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