Socioeconomic inequalities and school readiness in low and middle-income countries: Does access to early years education make a difference?

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Abstract

Studies from high, low and middle-income countries suggest significant associations between poverty and children’s school readiness outcomes (Bornstein et al., 2012). While consistent evidence, mostly from high income countries, indicate that parental income influences school readiness through ability to afford educational resources as well as parenting behaviours (Sosu & Schmidt, 2017), our understanding of these mechanisms in low and middle income countries is poor (Wolf, & McCoy, 2019). Additionally, we know little about the extent to which current educational policies such as the introduction of universal early years education moderate the poverty and school readiness gap. In this ongoing study, we draw on family investment models to shed light on the relationship between poverty and school readiness outcomes. Further, we investigate the extent to which access to early childhood education moderate the relationship between poverty and school readiness.
Original languageEnglish
Pages445
Number of pages1
Publication statusPublished - 29 Aug 2019
EventEuropean Conference on Developmental Psychology - Athens, Greece
Duration: 29 Aug 20191 Sep 2019

Conference

ConferenceEuropean Conference on Developmental Psychology
CountryGreece
CityAthens
Period29/08/191/09/19

Keywords

  • socioeconomic inequality
  • school readiness
  • low and middle-income countries (LMICs)
  • early years education

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