Does pre-school improve cognitive abilities among children with early-life stunting? A longitudinal study for Peru

TitleDoes pre-school improve cognitive abilities among children with early-life stunting? A longitudinal study for Peru
Publication TypeJournal Article
Year of Publication2016
AuthorsCueto, Santiago, Juan León, Alejandra Miranda, Kirk A. Dearden, Benjamin T. Crookston, and Jere R. Behrman
JournalInternational Journal of Educational Research
Volume75
Pagination102-114
ISBN Number0883-0355
AbstractSeveral 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 Jardines (formal) pre-schools; the effect of attending PRONOEI (community-based) pre-schools was not significant. More years attending Jardines was more beneficial for children who were better nourished. We suggest working to improve the quality of PRONOEIs, and with teachers on targeting children of lower nutritional status.
URLhttp://dx.doi.org/10.1016/j.ijer.2015.09.011