Passive versus active service delivery: Comparing the effects of two parenting interventions on early cognitive development in rural China. (January 2022)

• Record Type: Journal Article
• Authors: Sylvia, Sean; Luo, Renfu; Zhong, Jingdong; Dill, Sarah-Eve; Medina, Alexis; Rozelle, Scott
• Is Part Of: World development. Volume 149(2022)
• Publication Date: 2022-01
• Subjects: Center-based parenting intervention -- Home-based parenting intervention -- Early cognitive development -- Randomized controlled trial -- Program participation; Economic history -- 1990- -- Periodicals; Economic assistance -- Developing countries -- Periodicals; 330.9
• DOI: 10.1016/j.worlddev.2021.105686
• Languages: English
• ISSNs: 0305-750X

Abstract

Highlights: It is unclear that what delivery model of early childhood interventions may be most effective in developing countries. We evaluate the effects of a center-based parenting intervention on early development and parenting practices in rural China. We compare the effects to a home-based intervention using the same curriculum and public service system in the same region. We find the home-visiting intervention was more effective than the center-based parenting intervention on child outcomes. The difference in effects appears to be driven by different patterns of compliance. Abstract: We present the results of a cluster-randomized controlled trial that evaluates the effects of a free, center-based parenting intervention on early cognitive development and parenting practices in 100 rural villages in China. We then compare these effects to a previous trial of a home-based intervention conducted in the same region, using the same parenting curriculum and public service system, accounting for potential differences between the studies. We find that the center-based intervention did not have a significant impact on child development outcomes, but did lead to increases in the material investments, time investments, and parenting skills of caregivers. The average impact of the center-based intervention on child skills and investments in children was significantly smaller than the home-visiting intervention. Analysis of the possible mechanisms suggests that the difference in effects was driven primarily by different patterns of selection into program participation.