Home- and center-based learning opportunities for preschoolers in low- and middle-income countries. (May 2018)

• Record Type: Journal Article
• Authors: McCoy, Dana Charles; Salhi, Carmel; Yoshikawa, Hirokazu; Black, Maureen; Britto, Pia; Fink, Günther
• Is Part Of: Children and youth services review. Volume 88(2018)
• Page Start: 44
• Page End: 56
• Publication Date: 2018-05
• Subjects: ECCE early childhood care and education -- ECD early childhood development -- LMIC Low- and Middle-Income Country -- MICS Multiple Indicator Cluster Survey -- SDGs Sustainable Development Goals; Early childhood -- Learning -- Early childhood education -- Stimulation -- Global; Social work with children -- Periodicals; Social work with youth -- Periodicals; Adolescent -- Periodicals; Child Welfare -- Periodicals; Social Work -- Periodicals; Service social aux enfants -- Périodiques; Service social à la jeunesse -- Périodiques; Electronic journals; 362.705
• DOI: 10.1016/j.childyouth.2018.02.021
• Languages: English
• ISSNs: 0190-7409

Abstract

Abstract: Recent international development efforts have emphasized the importance of supporting early childhood development, yet little is known about the availability of early learning opportunities in low- and middle-income countries (LMICs). The present study uses nationally representative data from >163, 000 three- and four-year-olds living in 63 countries to estimate the availability of in- and out-of-home early learning opportunities in LMICs. Results suggest that 71.9% of preschool-aged children experience high levels of at-home stimulation (e.g., reading, counting, drawing), 33.6% attend center-based early childhood care and education (ECCE) programming, 29.1% experience both, and 22.9% experience neither. Large geographical and socioeconomic disparities in learning opportunities were found both across and within countries, particularly for ECCE. Highlights: 23% of young children in developing countries lack structured learning opportunities. Learning at home is more common than center-based programming. Large disparities in learning opportunities exist within and across countries. Efforts are needed to build holistic learning opportunities in developing countries.