Combining preschool teacher training with parenting education: a cluster-randomized controlled trial

This paper evaluates a government program in Malawi, which aimed to improve quality at community-based childcare centers and complemented these efforts with a group-based parenting support program. Children in the integrated intervention arm (teacher training and parenting) had significantly higher scores in measures of language and socio-emotional development than children in centers receiving teacher training alone at the 18-month follow-up. However, the study finds no effects on child assessments at the 36-month follow-up. Significant improvements at the centers relating to classroom organization and teacher behavior in the teacher-training only arm did not translate into improvements in child outcomes at either follow-up. The findings suggest that, in resource-poor settings with informal preschools, programs that integrate parenting support within preschools may be more effective than programs that simply improve classroom quality.

author
Ozler, Berk
Fernald, Lia C. H.
Kariger, Patricia Karol
Mcconnell, Christin
Neuman, Michelle J.
Pinheiro Fraga, Eduardo
series
Policy Research Working Paper
Impact Evaluation series
language
eng
Series volume
7817
Institutions
World Bank
date
2016
Pages
87 p.
regions
Africa
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themes
Teacher education
Teachers
Community education
Pays
Malawi
levels
Early childhood education

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