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2022-11-01

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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/201983

Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana

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Recurs relacionat

https://doi.org/10.1111/cdev.13824

Resum

The COVID-19 pandemic led to extended school closures globally. Access to remote learning opportunities during this time was vastly unequal within and across countries. Higher-quality early childhood education (ECE) can improve later academic outcomes, but longer-term effects during crises are unknown. This study provides the first experimental evidence of how previously attending a higher-quality ECE program affected child engagement in remote learning and academic scores during pandemic-related school closures in Ghana. Children (N = 1668; 50.1% male; Mage = 10.1 years; all Ghanaian nationals) who attended higher-quality ECE at age 4 or 5 years had greater engagement in remote learning (d = .14) in October 2020, but not better language and literacy and math scores. Previous exposure to higher-quality ECE may support educational engagement during crises.

Matèries

COVID-19, Estratègies d'aprenentatge, Ensenyament a distància, Qualitat de l'ensenyament

Matèries (anglès)

COVID-19, Learning strategies, Distance education, Educational quality

Citació

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Articles publicats en revistes (Història Econòmica, Institucions, Política i Economia Mundial)

Citació

WOLF, Sharon, et al. Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana. Child Development. 2022. Vol. 93, num. 6, pags. 1912-1920. ISSN 0009-3920. [consulted: 19 of August of 2026]. Available at: https://hdl.handle.net/2445/201983

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