Wolf, SharonAurino, ElisabettaSuntheimer, Noelle M.Avornyo, Esinam A.Tsinigo, EdwardBherman, Jere R.Aber, J. Lawrence2023-09-182024-11-012022-11-010009-3920https://hdl.handle.net/2445/201983The 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.9 p.application/pdfeng(c) The Society for Research in Child Development, Inc., 2022COVID-19Estratègies d'aprenentatgeEnsenyament a distànciaQualitat de l'ensenyamentCOVID-19Learning strategiesDistance educationEducational qualityinfo:eu-repo/semantics/article7376302023-09-18info:eu-repo/semantics/openAccess