Gains from child-centred Early Childhood Education: Evidence from a Dutch pilot programme
Robert Bauchmüller
#2012-016
Early Childhood Education (ECE) programmes are presumed to have positive
effects in particular for children who are at risk of failing during
their school careers. However, there is disagreement on whether such
programmes should be more teacher and curriculum based or rather centred
on the individual child. In this paper I study child-centred ECE
programmes that are used at preschools in the Dutch province of Limburg,
which is in fact mainly a study of 'Speelplezier', a new child-centred
programme which has recently been certified as being 'in theory'
effective in raising children's school readiness, but which has not yet
been evaluated.
I use a rich dataset covering the first three grades at elementary
schools in the Southern part of Limburg for the year 2008/09 to evaluate
the impact of child-centred ECE versus alternative preschool options. I
estimate ordinary least squares effects of attending a preschool
applying child-centred ECE onto test scores from the beginning of
elementary schooling, under the control of alternative childcare
experiences and various child and family related characteristics and
re-weighing observations of the studied sample to represent population
averages. I argue that access to a preschool kindergarten applying
child-centred ECE is to some degree exogenously determined. In a further
effort to identify causal effects, I also use propensity score matching
and instrumental variable estimation techniques.
I find no evidence of the expected short-term effects on language or on
cognitive development who attended a child-centred ECE preschool as
compared to preschools applying other or no early education programmes.
In order to reach measurable benefits, the child-centred methods and
their applications need to be intensified and extended to all
disadvantaged groups of children. Yet I find some evidence that children
of low educated parents who have been placed in a child-centred ECE
preschool tend to have higher language and cognitive outcomes.
Keywords: early childhood education (ECE), child-centred programme,
cognitive and language development, school readiness, distance to
preschool
JEL: I21, J13, J24