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2-166 - Effective Scalable Models for Interventions to Improve Center-based Care and Education for Preschool-Age Children in LMICs: Progress and Future Directions

Fri, March 22, 3:00 to 4:30pm, Baltimore Convention Center, Floor: Level 3, Room 309

Session Type: Paper Symposium

Integrative Statement

Provision of quality Early Childhood Care and Education (ECCE) to all children is a UN Sustainable Development Goal, and universal pre-school roll out is in progress in many Low- and Middle-Income Countries (LMICs). Lessons from universal primary school roll-out suggest that it is essential to focus on boosting quality of provision alongside access. However, much remains unknown about the key ingredients of high-quality ECCE and how effective interventions are best adapted to scale.
This symposium brings together four papers that address pressing gaps in what is known about best strategies to improve quality of center-based ECCE in low resource settings (Colombia, Peru, and Ghana). The focus is on process quality, shown by Bernal et al. and Araujo et al. to be the key quality dimension for child development (Papers 1 and 2). These papers combine analysis of individual interventions with modelling process in child development. Models, such as Bernal et al. estimate in Paper 1, are critical for a framework to organize evidence from individual intervention studies (Papers 2, 3, and 4) and generate a coherent body of evidence. Furthermore, much of the evidence on the role of preschool in child development ignores parents (and vice versa). Bernal et al., Wolf et al., and Krutikova et al. consider the critical interaction between parents and childcare providers (Papers 1, 3, and 4). Finally, all studies utilise measures of multiple dimensions of preschool quality and child development using internationally recognized instruments.

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