Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/331723 
Erscheinungsjahr: 
2025
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 18159
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
Nearly 200 million children under five in low- and middle-income countries face developmental deficits despite growing access to early childhood services. We report evidence from a randomized controlled trial (N=3,131 children in 201 schools) in Nepal's government system that tested three models combining classroom quality with parental engagement. All teachers received a 15-day training on pedagogy, standards, and caregiver outreach, after which schools were randomly assigned to models where caregiver sessions were led by teachers alone, teachers supported with in-class helpers, or external facilitators. The program raised children's developmental outcomes by 0.10–0.20 standard deviations and improved caregiver engagement by similar magnitudes, with strongest effects when teachers received support that preserved classroom quality while engaging families. Gains were concentrated among disadvantaged households, underscoring the potential to reduce early inequalities. Mechanism analysis shows that the program shifted home and school inputs from substitutes to complements, creating reinforcing pathways for child development.
Schlagwörter: 
early childhood development
cognitive skills
non-cognitive skills
Ages and Stages Questionnaire (ASQ)
Nepal
JEL: 
J13
J24
I21
I24
O15
Dokumentart: 
Working Paper

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