How is Child Care Quality Measured?
Authors: Florencia López Bóo, María Caridad Araujo and Romina Tomé. February 2016.
This toolkit is designed to be a resource for researchers and technical staff of any discipline, working for governments and institutions interested in measuring and monitoring the quality of child care centers serving infants ages 0 to 3 years (36 months).
Teacher Quality and Learning Outcomes in Kindergarten
Authors: Maria Caridad Araujo, Pedro Carneiro, Yyannú Cruz-Aguayo and Norbert Schady. January 2016.
In spite of the increase in the number of studies of teacher effectiveness in recent years, much remains to be learned. In this study we find substantial classroom effects: a one-standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores.
Delivering Parenting Interventions through Health Services in the Caribbean
Authors: Susan P. Walker, Christine Powell, Susan M Chang, Helen Baker-Henningham, Sally Grantham-McGregor, Marcos Vera-Hernández and Florencia López Bóo. November 2015.
In this working paper you will find the results of a rigorous impact evaluation of a parenting early childhood development intervention successfully integrated in primary health centers in the Caribbean. Both children and mothers benefited from an innovative intervention in the health centers.
The Early Years: Child Well-being and the Role of Public Policy
Editors: Norbert Schady and Samuel Berlinski. November 2015.
IDB Flagship publication in 2015. It focuses on the well-being of children from conception to 8 years of age and makes the case for public intervention in improving child outcomes. This book offers suggestions for public policy to improve those experiences in ways that would certainly shape children's lives and the face of the societies they live in for years to come.
Measuring the Quality of Home-Visiting Services: A Review of the Literature
Authors: Sara Schodt, James Parr, María Caridad Araujo and Marta Rubio-Codina. December 2015.
The study discusses the key elements that define a high quality home visit, describes a range of instruments designed to measure structural and process elements. It also describes in instances in which they have been used, and the results of their administration.
The Quality of Centros Infantiles del Buen Vivir in Ecuador
Authors: María Caridad Araujo, Florencia López-Boo, Rafael Novella, Sara Schodt and Romina Tomé. November 2015.
This study aims to characterize different quality aspects of the services provided by public child care centers to children under 3 years of age. The most complex changes—but also the most necessary—are related to aspects of process quality, particularly those connected to the training of child care staff and the skill-building necessary to offer experiences that maximize well-being and promote learning in all areas of child development.
Wealth Gradients in Early Childhood Cognitive Development in Five Latin American Countries
Authors: Norbert Schady, Jere Behrman, Maria Caridad Araujo, Rodrigo Azuero, Raquel Bernal, David Bravo, Florencia Lopez-Boo, Karen Macours, Daniela Marshall, Christina Paxson, and Renos Vakis. January 2014.
Research from the United States shows that gaps in early cognitive and non-cognitive ability appear early in the life cycle. Little is known about this important question for developing countries. This paper provides new evidence of sharp differences in cognitive development by socioeconomic status in early childhood for five Latin American countries.
Overview of Early Childhood Development Services in Latin America and the Caribbean
Authors: María Caridad Araujo, Florencia López-Boo and Juan Manuel Puyana. August 2013.
The number of child care services in Latin America and the Caribbean has grown in recent years in order to facilitate women’s access to the labor force. However, less attention has been paid to the need to ensure that child care centers provide high-quality services. The main objective of this study is to collect and systematize detailed, updated and comparable information about the design, management, funding and quality of child development services in the region.
Early Learning Guidelines in Latin America and the Caribbean
Authors: Christine Harris-Van Keuren and Diana Rodríguez Gómez. January 2013.
A new analysis from the IDB determines that the vast majority of curricular content at child care centers in the region does not include child development indicators such as interculturality, the teaching of a second language, or peaceful conflict resolution. This report presents a comparative analysis of the early learning guidelines of 19 programs serving children under age 3.
Early Childhood Development in Mexico (only in Spanish)
Authors: Robert Myers, Arcelia Martínez, Marco Antonio Delgado, Juan Luis Fernández and Adriana Martínez. January 2013.
The prevailing notion of child development as the spontaneous result of good health, nutrition and care rather than a comprehensive process that includes and promotes children’s motor, cognitive, language, social and emotional development continues to persist. This study analyzes options to improve early childhood development in Mexico.
Early Childhood stimulation interventions in developing countries: a comprenhensive literature review
Authors: Helen Baker-Henningham and Florencia Lopez Boo. September 2010.
What works in terms of early stimulation for young children in developing countries? For whom and under what conditions do these programs work and why is it that they work? This report reviews the effectiveness of early childhood stimulation interventions in developing countries.
Intercontinental Evidence on Socioeconomic Status and Early Childhood: Cognitive Skills: Is Latin America Different?
Author: Florencia López Bóo. August 2013.
This paper documents disparities in cognitive development- as measured by a receptive vocabulary test-between children from households with high and low socioeconomic status (SES) in two different phases of childhood (before and after early school years) in four developing countries: Peru, Ethiopia, India, and Vietnam.