The relationship between access to pre-school education and the development of social-emotional competencies: Longitudinal evidence from Peru

Briyit Arapa, Eduardo Sánchez, Alejandra Hurtado-Mazeyra, Alan Sánchez

Research output: Contribution to journalArticlepeer-review

Abstract

We provide evidence of the role pre-school has in the development of social-emotional competencies. We used data from the Young Lives longitudinal study in Peru to test the relationship between attendance to pre-school education with agency and pride at ages 8, 12, and 15, and self-efficacy and self-esteem at ages 12 and 15. We found that attendance to pre-school is related to higher socio-emotional ability, specifically higher scores on indicators of agency and pride. For those that start early (at 3 or 4 years), the relationship with agency persists up to the age of 15 years.

Original languageEnglish
Article number102482
JournalInternational Journal of Educational Development
Volume87
DOIs
StatePublished - Nov 2021

Bibliographical note

Funding Information:
This work was supported by the Universidad Nacional de San Agustín de Arequipa [Contract number IBA–CS–03-2019-UNSA ], and, in the case of Alan Sánchez, by the Old Dart Foundation .

Funding Information:
The authors would like to thank the Universidad Nacional de San Agustín de Arequipa - UNSA, for the financial support for the research project as per Contract No. IBA-CS-03-2019-UNSA. Likewise, Alan Sánchez would like to thank the Old Dart Foundation for its support in carrying out this study. The data used in this study come from Young Lives, an international study on the changing nature of child poverty in Ethiopia, India, Peru, and Vietnam (1). The Young Lives study was funded primarily by the British international aid (UK Aid) from 2001 to 2018

Funding Information:
This work was supported by the Universidad Nacional de San Agust?n de Arequipa [Contract number IBA?CS?03-2019-UNSA], and, in the case of Alan S?nchez, by the Old Dart Foundation. The authors would like to thank the Universidad Nacional de San Agust?n de Arequipa - UNSA, for the financial support for the research project as per Contract No. IBA-CS-03-2019-UNSA. Likewise, Alan S?nchez would like to thank the Old Dart Foundation for its support in carrying out this study. The data used in this study come from Young Lives, an international study on the changing nature of child poverty in Ethiopia, India, Peru, and Vietnam (1). The Young Lives study was funded primarily by the British international aid (UK Aid) from 2001 to 2018

Publisher Copyright:
© 2021 Elsevier Ltd

Keywords

  • Non-cognitive skills
  • Peru
  • Pre-school
  • Self-efficacy
  • Self-esteem
  • Socio-emotional competencies

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