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New book: Handbook of early child development research
New book: Handbook of early child development research

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Does Growth in Private Schooling Contribute to Education for All?

This paper informs debates about the potential role for low-fee private schooling in achieving Education for All goals in India. It reports Young Lives' longitudinal data for two cohorts (2,906 children) in the state of Andhra Pradesh. Eight year olds uptake of private schooling increased from 24 per cent (children born in 1994-5) to 44 per cent (children born in 2001-2). Children from rural areas, lower socioeconomic backgrounds and girls continue to be under represented. While some access gaps decreased, the gender gap seems to be widening.

Does Growth in Private Schooling Contribute to Education for All?

This paper informs debates about the potential role for low-fee private schooling in achieving Education for All goals in India. It reports Young Lives' longitudinal data for two cohorts (2,906 children) in the state of Andhra Pradesh. Eight year olds uptake of private schooling increased from 24 per cent (children born in 1994-5) to 44 per cent (children born in 2001-2). Children from rural areas, lower socioeconomic backgrounds and girls continue to be under represented. While some access gaps decreased, the gender gap seems to be widening.

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Young People's Experiences of Growing up in Poverty in Rural Andhra Pradesh, India

Global policy attention has begun to focus on young people in developing countries  and much of the discourse is framed around notions of "transition to adulthood" based on the idea that individuals develop in linear ways, separate from family and community. This idea has already been widely critiqued in western contexts.  This paper explores the lives of children growing up  in rural Andhra Pradesh, India, who are no longer in formal schooling, drawing on data from Young Lives, a longitudinal study of children in four developing countries.

Young People's Experiences of Growing up in Poverty in Rural Andhra Pradesh, India

Global policy attention has begun to focus on young people in developing countries  and much of the discourse is framed around notions of "transition to adulthood" based on the idea that individuals develop in linear ways, separate from family and community. This idea has already been widely critiqued in western contexts.  This paper explores the lives of children growing up  in rural Andhra Pradesh, India, who are no longer in formal schooling, drawing on data from Young Lives, a longitudinal study of children in four developing countries.

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Early Paternal Absence Compromises Peruvian Children's Growth

Considerable evidence suggests that fathers? absence from the home has a negative short and long-term impact on children's health, psychosocial development, cognition, and educational experience. We assessed the impact of father presence during infancy and childhood on children's height-for-age z-score (HAZ) when five years old. We conducted secondary data analysis from a 15-year cohort study (Young Lives) focusing on one of four Young Lives countries (Peru, n = 1,821).

Early Paternal Absence Compromises Peruvian Children's Growth

Considerable evidence suggests that fathers? absence from the home has a negative short and long-term impact on children's health, psychosocial development, cognition, and educational experience. We assessed the impact of father presence during infancy and childhood on children's height-for-age z-score (HAZ) when five years old. We conducted secondary data analysis from a 15-year cohort study (Young Lives) focusing on one of four Young Lives countries (Peru, n = 1,821).

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The Effects of Early Childhood Education Attendance on Cognitive Development

Studies in developed countries indicate that preschool education can have strong impact on children's cognitive development, but there are no studies conducted in the context of developing countries including Ethiopia where pre-school education is left for private sector. To see if government investment in pre-school education is worth, we examined the effects of early childhood education attendance on cognitive development of preschool age children.

The Effects of Early Childhood Education Attendance on Cognitive Development

Studies in developed countries indicate that preschool education can have strong impact on children's cognitive development, but there are no studies conducted in the context of developing countries including Ethiopia where pre-school education is left for private sector. To see if government investment in pre-school education is worth, we examined the effects of early childhood education attendance on cognitive development of preschool age children.

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What Inequality Means for Children: Evidence from Young Lives

Our starting point for this paper is that child poverty and inequality are the expression of the political, economic and cultural forces that structure societies – and children’s lives – in terms of the distribution of resources and opportunities in ways that align, to a greater or lesser degree, with ethnicity or caste, religion, gender, urban/rural location, age and generation, etc. We understand inequality as covering a broad spectrum of differences in children’s household circumstances and in their outcomes and opportunities, linked to ethnicity, gender, urban/rural location, etc.

What Inequality Means for Children: Evidence from Young Lives

Our starting point for this paper is that child poverty and inequality are the expression of the political, economic and cultural forces that structure societies – and children’s lives – in terms of the distribution of resources and opportunities in ways that align, to a greater or lesser degree, with ethnicity or caste, religion, gender, urban/rural location, age and generation, etc. We understand inequality as covering a broad spectrum of differences in children’s household circumstances and in their outcomes and opportunities, linked to ethnicity, gender, urban/rural location, etc.

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Psychometric Characteristics of Cognitive Development and Achievement Instruments in Round 3 of Young Lives

This technical note gives details of the reliability and validity of the tests administered in Round 3 of Young Lives. The tests administered for the Younger Cohort children (aged 7 to 8) were the Peabody Picture of Vocabulary Test (PPVT), Early Grade Reading Assessment (EGRA), and a mathematics test. For the Older Cohort children (aged 14 to 15) the tests administered were the PPVT, sentence comprehension (Cloze), and mathematics. This document gives details of the procedures conducted to clean and build the scores (raw and Rasch) for each of the tests.

Psychometric Characteristics of Cognitive Development and Achievement Instruments in Round 3 of Young Lives

This technical note gives details of the reliability and validity of the tests administered in Round 3 of Young Lives. The tests administered for the Younger Cohort children (aged 7 to 8) were the Peabody Picture of Vocabulary Test (PPVT), Early Grade Reading Assessment (EGRA), and a mathematics test. For the Older Cohort children (aged 14 to 15) the tests administered were the PPVT, sentence comprehension (Cloze), and mathematics. This document gives details of the procedures conducted to clean and build the scores (raw and Rasch) for each of the tests.

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Child Malnutrition and Educational Achievement in Peru: An Analysis using Oxford’s Young Lives Longitudinal Study in Peru

This study estimates the impact of childhood malnutrition on educational achievement of Peruvian children. While there is growing evidence in the literature that a child's nutrition is important for his or her own educational development, this paper will focus on the nuances of what type of nutritional status, and at what stage of childhood, is most critical for educational achievement. The data used in this study comes from a longitudinal survey in Peru conducted by Oxford University's Young Lives project.

Child Malnutrition and Educational Achievement in Peru: An Analysis using Oxford’s Young Lives Longitudinal Study in Peru

This study estimates the impact of childhood malnutrition on educational achievement of Peruvian children. While there is growing evidence in the literature that a child's nutrition is important for his or her own educational development, this paper will focus on the nuances of what type of nutritional status, and at what stage of childhood, is most critical for educational achievement. The data used in this study comes from a longitudinal survey in Peru conducted by Oxford University's Young Lives project.

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Understanding Community Variation and Change in Ethiopia: Implications for Children

Changes that happen within communities can have considerable consequences for the lives of children and their families. This paper demonstrates the importance of considering the community context and shows how differences between sites can be significant.

Understanding Community Variation and Change in Ethiopia: Implications for Children

Changes that happen within communities can have considerable consequences for the lives of children and their families. This paper demonstrates the importance of considering the community context and shows how differences between sites can be significant.

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The Effects of Pre-school Attendance on the Cognitive Development of Urban Children aged 5 and 8 Years: Evidence from Ethiopia

This paper, using data from the Young Lives longitudinal survey in Ethiopia, examines the effects of pre-school attendance on the cognitive development of urban children at the ages of 5 and 8 (measured by the Peabody Picture Vocabulary Test (PPVT) and the Cognitive Development Assessment – Quantitative test (CDA-Q)). We used propensity score matching techniques in order to estimate the impact of pre-school. We also substantiated the analysis using various empirical approaches including ordinary least squares and instrumental variable estimation methods.

The Effects of Pre-school Attendance on the Cognitive Development of Urban Children aged 5 and 8 Years: Evidence from Ethiopia

This paper, using data from the Young Lives longitudinal survey in Ethiopia, examines the effects of pre-school attendance on the cognitive development of urban children at the ages of 5 and 8 (measured by the Peabody Picture Vocabulary Test (PPVT) and the Cognitive Development Assessment – Quantitative test (CDA-Q)). We used propensity score matching techniques in order to estimate the impact of pre-school. We also substantiated the analysis using various empirical approaches including ordinary least squares and instrumental variable estimation methods.

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