Cueto Santiago, León Juan, Miranda Alejandra, Dearden Kirk, Crookston Benjamin T, Behrman Jere R
Group for the Analysis of Development, Av. Grau 915, Barranco, Lima 4, Peru.
Center for Global Health & Development, Boston University, Crosstown Center, 801 Massachusetts Avenue Boston, MA 02118, United States.
Int J Educ Res. 2016;75:102-114. doi: 10.1016/j.ijer.2015.09.011. Epub 2015 Dec 29.
Several studies in developing countries have found that children who experience growth faltering in the first years of life show lower cognitive abilities than their peers. In this study, we use the Young Lives longitudinal dataset in Peru to analyze if attending pre-school affects cognitive abilities at age five years, and if there is an interaction with HAZ at age one year. Using instrumental variables we found, for receptive vocabulary, a positive effect of attending (formal) pre-schools; the effect of attending (community-based) pre-schools was not significant. More years attending was more beneficial for children who were better nourished. We suggest working to improve the quality of s, and with teachers on targeting children of lower nutritional status.
发展中国家的多项研究发现，在生命最初几年经历生长发育迟缓的儿童，其认知能力低于同龄人。在本研究中，我们使用秘鲁“青年生活”纵向数据集，分析上幼儿园是否会影响五岁儿童的认知能力，以及是否与一岁时的身高别体重（HAZ）存在交互作用。使用工具变量，我们发现，对于接受性词汇，上（正规）幼儿园有积极影响；上（基于社区的）幼儿园的影响不显著。上学时间越长，对营养状况较好的儿童更有益。我们建议努力提高幼儿园质量，并与教师合作，关注营养状况较差的儿童。
