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Height and Cognitive Achievement of Vietnamese Children

A longitudinal dataset that follows 1,200 Vietnamese children born in 2001-2 is used to investigate the impact of child malnutrition on cognitive development. We demonstrate that the impact of early childhood stunting on cognition can be estimated with significant bias for a majority of children if researchers omit the data on gestational age. The negative impact of the length in preterm on the cognitive achievement of pre-schoolers is statistically significant.

Height and Cognitive Achievement of Vietnamese Children

A longitudinal dataset that follows 1,200 Vietnamese children born in 2001-2 is used to investigate the impact of child malnutrition on cognitive development. We demonstrate that the impact of early childhood stunting on cognition can be estimated with significant bias for a majority of children if researchers omit the data on gestational age. The negative impact of the length in preterm on the cognitive achievement of pre-schoolers is statistically significant.

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Understanding Resilience, Risk, and Protection in the Light of School Attendance and Dropout

This paper asks the following question —Why do some children drop out halfway through school while others, with similar backgrounds and conditions, do not?— A comparative cross-case study based on qualitative data collected from 12 children aged 16-17, their caregivers, friends, teachers and community people in two villages in Vietnam is used to examine the factors influencing children's different pathways through high school.

Understanding Resilience, Risk, and Protection in the Light of School Attendance and Dropout

This paper asks the following question —Why do some children drop out halfway through school while others, with similar backgrounds and conditions, do not?— A comparative cross-case study based on qualitative data collected from 12 children aged 16-17, their caregivers, friends, teachers and community people in two villages in Vietnam is used to examine the factors influencing children's different pathways through high school.

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Young People's Pathways through Schooling in Urban Ethiopia

This article presents a case study of a rapidly evolving urban community in Southern Ethiopia drawing on survey and qualitative data from Young Lives, a long-term international study of two cohorts of children growing up in poverty (born 1994-1995 and 2000-2001). It uses this to set visible changes in aspirations and experiences of schooling over time in their political and economic context.

Young People's Pathways through Schooling in Urban Ethiopia

This article presents a case study of a rapidly evolving urban community in Southern Ethiopia drawing on survey and qualitative data from Young Lives, a long-term international study of two cohorts of children growing up in poverty (born 1994-1995 and 2000-2001). It uses this to set visible changes in aspirations and experiences of schooling over time in their political and economic context.

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Young Lives in Transition: From School to Adulthood? (Editorial)

The special issue brings together papers by members of the Literacy and Development Group at the University of East Anglia (www.uea.ac.uk/ssf/literacy), as well as others beyond it, all of which highlight the complex linkages between schooling, work and identity (Heissler, Rao); the ways in which institutions and structures support or threaten these (Hay, Froerer); and the meanings and purposes of education (Hoechner, Camfield).

Young Lives in Transition: From School to Adulthood? (Editorial)

The special issue brings together papers by members of the Literacy and Development Group at the University of East Anglia (www.uea.ac.uk/ssf/literacy), as well as others beyond it, all of which highlight the complex linkages between schooling, work and identity (Heissler, Rao); the ways in which institutions and structures support or threaten these (Hay, Froerer); and the meanings and purposes of education (Hoechner, Camfield).

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Young Lives Methods Guide

Drawing on the practical experiences of our research teams, this Methods Guide aims to document and share some of the lessons we have learned in recent years. It gives readers an insight into the diverse methods and processes that are used to carry out a complex longitudinal study made up of many different components. It offers lessons on designing and carrying out multidisciplinary research, managing and analysing data, and cohort maintainance such as attrition and tracking.

Young Lives Methods Guide

Drawing on the practical experiences of our research teams, this Methods Guide aims to document and share some of the lessons we have learned in recent years. It gives readers an insight into the diverse methods and processes that are used to carry out a complex longitudinal study made up of many different components. It offers lessons on designing and carrying out multidisciplinary research, managing and analysing data, and cohort maintainance such as attrition and tracking.

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How Do Children Fare in the New Millennium? Initial Findings from Vietnam Round 3 Survey
How Do Children Fare in the New Millennium? Initial Findings from Vietnam Round 3 Survey

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Risk and Childhood Poverty: Notes from Theory and Research

Chronic childhood poverty is often considered synonymous with the risk of adverse outcomes. In this paper, we consider the ways in which notions of risk, poverty and childhood are constructed and supported through empirical research. We find that poverty and childhood are often implicitly assumed to be conditions that place young human beings at greater risk. We review the differences between how poverty has been defined and conceptualised, and how it is experienced as a lived reality. We discuss how risk is constituted and approached as a subject of empirical research.

Risk and Childhood Poverty: Notes from Theory and Research

Chronic childhood poverty is often considered synonymous with the risk of adverse outcomes. In this paper, we consider the ways in which notions of risk, poverty and childhood are constructed and supported through empirical research. We find that poverty and childhood are often implicitly assumed to be conditions that place young human beings at greater risk. We review the differences between how poverty has been defined and conceptualised, and how it is experienced as a lived reality. We discuss how risk is constituted and approached as a subject of empirical research.

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Delivering Economic Growth for Children
Delivering Economic Growth for Children
Understanding Changes in the Lives of Poor Children: Round 3 launch in Addis Ababa
Understanding Changes in the Lives of Poor Children: Round 3 launch in Addis Ababa

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Early Childhood and the Transition to Primary School: Choices and Inequalities in Andhra Pradesh

Awareness of the importance of early childhood care and education (ECCE) for children below the age of 8 has increased in recent years. It is seen as the foundation of primary education and as a crucial step towards attaining the five MDGs which concern the health, nutrition and education of young children. A key challenge now is how to make high-quality ECCE universal so that it reaches the children who need it most.

Early Childhood and the Transition to Primary School: Choices and Inequalities in Andhra Pradesh

Awareness of the importance of early childhood care and education (ECCE) for children below the age of 8 has increased in recent years. It is seen as the foundation of primary education and as a crucial step towards attaining the five MDGs which concern the health, nutrition and education of young children. A key challenge now is how to make high-quality ECCE universal so that it reaches the children who need it most.

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