Early childhood education
In this chapter, various elements to consider when analysing the impacts of early childhood education are discussed. It does not aim to provide a literature review, but rather to serve as a starting point that helps the reader delve deeper into the analysis and evaluation, particularly of the impact...
| Autores: | , |
|---|---|
| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:324707 |
| Acceso en línea: | https://ddd.uab.cat/record/324707 https://dx.doi.org/urn:doi:10.1007/978-3-031-90911-5_9 |
| Access Level: | acceso abierto |
| Palabra clave: | Cognitive development Socio-emotional skills Early childhood education Education policy Human capital Inequality reduction |
| Sumario: | In this chapter, various elements to consider when analysing the impacts of early childhood education are discussed. It does not aim to provide a literature review, but rather to serve as a starting point that helps the reader delve deeper into the analysis and evaluation, particularly of the impact, of early childhood education. To this end, a brief overview of the recent evolution of child schooling in the OECD countries is provided, along with the theoretical framework of early childhood education production and the family decision-making process, which underpins most impact evaluations. Finally, different empirical approaches to impact evaluation of early childhood education-experimental and quasi-experimental-are described, highlighting some key factors to consider when conducting these types of evaluations in practice. |
|---|