Early education

Young Lives findings across the four study countries has shown that poorer children and those in rural areas have already fallen behind by the age of 5, hindered by a lack of opportunities to learn. Parents and children who require most support are often doubly disadvantaged: by the poverty of their circumstances, and by difficulties in accessing good-quality early childhood programmes. Minority groups are especially at risk because of language and cultural barriers.

Our evidence has shown that pro-poor early childhood interventions are key to prevent the poorest children from falling behind, while a carefully designed curriculum, high-quality teaching and a focus on the whole class may help to deliver more equitable outcomes at school.

 

Latest research: Early education

Scaling-up Early Learning in Ethiopia: Exploring the Potential of O-Class
Working paper
Inequality, preschool education and cognitive development in Ethiopia: Implication for public investment in pre-primary education
Journal Article
Scaling Up Access to Quality Early Education in Ethiopia
Policy paper
Women’s Political Reservation, Early Childhood Development and Learning in India
Working paper
Early Education for All: Is there a Role for the Private Sector
Book / chapter
The Effects of Early Childhood Education Attendance on Cognitive Development
Journal Article
The Effects of Pre-school Attendance on the Cognitive Development of Urban Children aged 5 and 8 Years: Evidence from Ethiopia
Working paper
Ways Forward for Early Learning in Ethiopia
Policy paper

Research Countries