IDEAS home Printed from https://ideas.repec.org/a/eee/injoed/v85y2021ics0738059321000985.html
   My bibliography  Save this article

Relative importance of early childhood development domains for schooling progression: Longitudinal Evidence from the Zambia Early Childhood Development Project

Author

Listed:
  • Onyango, Silas
  • Zuilkowski, Stephanie Simmons
  • Kitsao-Wekulo, Patricia
  • Nkumbula, Nampaka
  • Utzinger, Jürg
  • Fink, Günther

Abstract

While the effects of early childhood development on later educational outcomes have been widely studied in western countries, rigorous evidence from sub-Saharan African countries is limited. This longitudinal study uses Zambian children’s developmental outcomes at age six as predictors of educational enrollment and attainment at age 15. Fine motor, receptive language, and early literacy skills were most strongly associated with on-track enrollment. Fine motor skills were most predictive of enrollment. Cognitive, socio-emotional, and executive functioning skills predicted grade repetition. Overall, the results suggest substantial heterogeneity in the associations between domains of early childhood development and adolescent schooling outcomes in Zambia.

Suggested Citation

  • Onyango, Silas & Zuilkowski, Stephanie Simmons & Kitsao-Wekulo, Patricia & Nkumbula, Nampaka & Utzinger, Jürg & Fink, Günther, 2021. "Relative importance of early childhood development domains for schooling progression: Longitudinal Evidence from the Zambia Early Childhood Development Project," International Journal of Educational Development, Elsevier, vol. 85(C).
    • Handle: RePEc:eee:injoed:v:85:y:2021:i:c:s0738059321000985
    DOI: 10.1016/j.ijedudev.2021.102445
    as

    Download full text from publisher

    File URL: http://www.sciencedirect.com/science/article/pii/S0738059321000985
    Download Restriction: Full text for ScienceDirect subscribers only
    File URL: https://libkey.io/10.1016/j.ijedudev.2021.102445?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Norbert Schady & Jere Behrman & Maria Caridad Araujo & Rodrigo Azuero & Raquel Bernal & David Bravo & Florencia Lopez-Boo & Karen Macours & Daniela Marshall & Christina Paxson & Renos Vakis, 2015. "Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries," Journal of Human Resources, University of Wisconsin Press, vol. 50(2), pages 446-463.
    2. World Bank Group, 2019. "Zambia Economic Brief, No. 12, July 2019," World Bank Publications - Reports 32117, The World Bank Group.
    3. Knauer,Heather Ashley & Kariger,Patricia Karol & Jakiela,Pamela & Ozier,Owen & Fernald,Lia C. H., 2019. "Multilingual Assessment of Early Child Development : Analyses from Repeated Observations of Children in Kenya," Policy Research Working Paper Series 9028, The World Bank.
    4. Lance Lochner & Enrico Moretti, 2004. "The Effect of Education on Crime: Evidence from Prison Inmates, Arrests, and Self-Reports," American Economic Review, American Economic Association, vol. 94(1), pages 155-189, March.
    5. Gomes-Neto, Joao Batista & Hanushek, Eric A, 1994. "Causes and Consequences of Grade Repetition: Evidence from Brazil," Economic Development and Cultural Change, University of Chicago Press, vol. 43(1), pages 117-148, October.
    6. Raoul van Maarseveen, 2020. "The urban rural-education gap: do cities indeed make us smarter?," CPB Discussion Paper 412, CPB Netherlands Bureau for Economic Policy Analysis.
    7. Raoul van Maarseveen, 2020. "The urban rural-education gap: do cities indeed make us smarter?," CPB Discussion Paper 412.rdf, CPB Netherlands Bureau for Economic Policy Analysis.
    8. repec:hal:pseose:halshs-01156529 is not listed on IDEAS
    9. Ronelle Burger, 2011. "School effectiveness in Zambia: The origins of differences between rural and urban outcomes," Development Southern Africa, Taylor & Francis Journals, vol. 28(2), pages 157-176.
    10. Mussida, Chiara & Sciulli, Dario & Signorelli, Marcello, 2019. "Secondary school dropout and work outcomes in ten developing countries," Journal of Policy Modeling, Elsevier, vol. 41(4), pages 547-567.
    11. Royston, Patrick & White, Ian R., 2011. "Multiple Imputation by Chained Equations (MICE): Implementation in Stata," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 45(i04).
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Álvaro Choi & María Gil & Mauro Mediavilla & Javier Valbuena, 2018. "The Evolution of Educational Inequalities in Spain: Dynamic Evidence from Repeated Cross-Sections," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 138(3), pages 853-872, August.
    2. Álvaro Choi & María Gil & Mauro Mediavilla & Javier Valbuena, 2016. "Double toil and trouble: grade retention and academic performance," Working Papers 2016/7, Institut d'Economia de Barcelona (IEB).
    3. Ferry, Marin & de Talancé, Marine & Niño-Zarazúa, Miguel, 2022. "Less debt, more schooling? Evidence from cross-country micro data," Journal of Comparative Economics, Elsevier, vol. 50(1), pages 153-173.
    4. Emanuela di Gropello, 2006. "Meeting the Challenges of Secondary Education in Latin America and East Asia : Improving Efficiency and Resource Mobilization," World Bank Publications - Books, The World Bank Group, number 7173.
    5. Juan F. Castro, 2015. "Linear decompositions of cognitive achievement gaps a cautionary note and an illustration using peruvian data," Working Papers 15-08, Centro de Investigación, Universidad del Pacífico.
    6. Álvaro Choi & María Gil & Mauro Mediavilla & Javier Valbuena, 2016. "The evolution of educational inequalities in Spain: dynamic evidence from repeated cross-sections," Working Papers 2016/25, Institut d'Economia de Barcelona (IEB).
    7. Hofmeyr, Heleen, 2022. "Why do girls do better? Unpacking South Africa’s gender gap in PIRLS and TIMSS," International Journal of Educational Development, Elsevier, vol. 94(C).
    8. Jakiela, Pamela & Ozier, Owen & Fernald, Lia C.H. & Knauer, Heather A., 2024. "Preprimary education and early childhood development: Evidence from government schools in rural Kenya," Journal of Development Economics, Elsevier, vol. 171(C).
    9. Elizabeth M. Caucutt & Lance Lochner & Youngmin Park, 2017. "Correlation, Consumption, Confusion, or Constraints: Why Do Poor Children Perform so Poorly?," Scandinavian Journal of Economics, Wiley Blackwell, vol. 119(1), pages 102-147, January.
    10. Gordon Dahl, 2010. "Early teen marriage and future poverty," Demography, Springer;Population Association of America (PAA), vol. 47(3), pages 689-718, August.
    11. Rouse, Heather L. & Choi, Ji Young & Riser, Quentin H. & Beecher, Constance C., 2020. "Multiple risks, multiple systems, and academic achievement: A nationally representative birth-to-five investigation," Children and Youth Services Review, Elsevier, vol. 108(C).
    12. Holla,Alaka & Bendini,Maria Magdalena & Dinarte Diaz,Lelys Ileana & Trako,Iva, 2021. "Is Investment in Preprimary Education Too Low ? Lessons from (Quasi) ExperimentalEvidence across Countries," Policy Research Working Paper Series 9723, The World Bank.
    13. Giulio Fella & Giovanni Gallipoli, 2014. "Education and Crime over the Life Cycle," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 81(4), pages 1484-1517.
    14. Elena Ellmeier & Melanie Koch & Thomas Scheiber, 2023. "Saving behavior along the income distribution during the COVID-19 pandemic," Focus on European Economic Integration, Oesterreichische Nationalbank (Austrian Central Bank), issue Q1/23, pages 7-21.
    15. Montolio, Daniel & Planells-Struse, Simón, 2015. "When police patrols matter. The effect of police proximity on citizens’ crime risk perception," Journal of Economic Psychology, Elsevier, vol. 50(C), pages 73-93.
    16. Antonio Ciccone & Giovanni Peri, 2005. "Long-Run Substitutability Between More and Less Educated Workers: Evidence from U.S. States, 1950-1990," The Review of Economics and Statistics, MIT Press, vol. 87(4), pages 652-663, November.
    17. Jere R. Behrman & Dante Contreras & Maria Isidora Palma & Esteban Puentes, 2024. "Socioeconomic Disparities for Early Childhood Anthropometrics and Vocabulary and Socio-emotional Skills: Dynamic Evidence from Chilean Longitudinal Data," Population Research and Policy Review, Springer;Southern Demographic Association (SDA), vol. 43(1), pages 1-28, February.
    18. Ellis, Jimmy R. & Gershenson, Seth, 2016. "LATE for the Meeting: Gender, Peer Advising, and College Success," IZA Discussion Papers 9956, Institute of Labor Economics (IZA).
    19. Holmlund, Helena, 2007. "A Researcher's Guide to the Swedish Compulsory School Reform," Working Paper Series 9/2007, Stockholm University, Swedish Institute for Social Research.
    20. World Bank, 2017. "Pre-Primary Education in Mongolia," World Bank Publications - Reports 26402, The World Bank Group.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:eee:injoed:v:85:y:2021:i:c:s0738059321000985. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Catherine Liu (email available below). General contact details of provider: http://www.journals.elsevier.com/international-journal-of-educational-development .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.