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Does pre-school improve cognitive abilities among children with early-life stunting? A longitudinal study for Peru
Santiago Cueto1, Juan León1, Alejandra Miranda1
1Group for the Analysis of Development, Av. Grau 915, Barranco, Lima 4, Peru.
Insights
Attending formal preschools in Peru boosts children's receptive vocabulary. Benefits were greater for well-nourished children, suggesting targeted improvements for community-based programs and at-risk youth.
Area of Science:
- Developmental Psychology
- Early Childhood Education
- Public Health Nutrition
Background:
- Childhood growth faltering in developing nations is linked to reduced cognitive abilities.
- Early childhood interventions, like preschool, are crucial for cognitive development.
- Nutritional status (e.g., HAZ) may interact with educational interventions.
Purpose of the Study:
- To investigate the impact of preschool attendance on cognitive abilities at age five in Peru.
- To examine the interaction between preschool attendance and early-life nutritional status (HAZ at one year).
Main Methods:
- Utilized the Young Lives longitudinal dataset from Peru.
- Employed instrumental variable analysis to assess preschool effects on cognitive outcomes.
- Focused on receptive vocabulary as a cognitive measure.
Main Results:
- Attending formal 'Jardines' preschools showed a significant positive effect on receptive vocabulary.
- Attending community-based 'PRONOEI' preschools did not yield a significant impact on receptive vocabulary.
- Increased duration in 'Jardines' was more beneficial for children with better nutritional status.
Conclusions:
- Formal preschool ('Jardines') positively influences early cognitive development (receptive vocabulary) in Peruvian children.
- Community-based preschools ('PRONOEI') may require quality improvements to enhance their impact.
- Interventions should consider nutritional status, targeting vulnerable children for maximum benefit.
Abstract:
Several studies in developing countries have found that children who experience growth faltering in the first years of life show lower cognitive abilities than their peers. In this study, we use the Young Lives longitudinal dataset in Peru to analyze if attending pre-school affects cognitive abilities at age five years, and if there is an interaction with HAZ at age one year. Using instrumental variables we found, for receptive vocabulary, a positive effect of attending Jardines (formal) pre-schools; the effect of attending PRONOEI (community-based) pre-schools was not significant. More years attending Jardines was more beneficial for children who were better nourished. We suggest working to improve the quality of PRONOEIs, and with teachers on targeting children of lower nutritional status.
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