The relationship between access to pre-school education and the development of social-emotional competencies: Longitudinal evidence from Peru. (November 2021)

• Record Type: Journal Article
• Authors: Arapa, Briyit; Sánchez, Eduardo; Hurtado-Mazeyra, Alejandra; Sánchez, Alan
• Is Part Of: International journal of educational development. Volume 87(2021)
• Publication Date: 2021-11
• Subjects: Pre-school -- Socio-emotional competencies -- Non-cognitive skills -- Peru -- Self-esteem -- Self-efficacy; Education -- Periodicals; Education -- Social aspects -- Periodicals; Education -- Economic aspects -- Periodicals; Education -- Periodicals; Éducation -- Périodiques; Education; Periodicals; 370.11
• DOI: 10.1016/j.ijedudev.2021.102482
• Languages: English
• ISSNs: 0738-0593

Abstract

Highlights: Exploring the implications of pre-school on a Peruvian cohort tracked for 15 years. Attendance to pre-school is positively associated with socio-emotional ability. The association does not differ by area of residence. For those that start pre-school early, the association with agency remains at age 15. Abstract: We provide evidence of the role pre-school has in the development of social-emotional competencies. We used data from the Young Lives longitudinal study in Peru to test the relationship between attendance to pre-school education with agency and pride at ages 8, 12, and 15, and self-efficacy and self-esteem at ages 12 and 15. We found that attendance to pre-school is related to higher socio-emotional ability, specifically higher scores on indicators of agency and pride. For those that start early (at 3 or 4 years), the relationship with agency persists up to the age of 15 years.