Description:
Recent international development efforts have emphasized the importance of supporting early childhood development, yet little is known about the availability of early learning opportunities in low- and middle-income countries (LMICs). The present study uses nationally representative data from > 163,000 three- and four-year-olds living in 63 countries to estimate the availability of in- and out-of-home early learning opportunities in LMICs. Results suggest that 71.9% of preschool-aged children experience high levels of at-home stimulation (e.g., reading, counting, drawing), 33.6% attend center-based early childhood care and education (ECCE) programming, 29.1% experience both, and 22.9% experience neither. Large geographical and socioeconomic disparities in learning opportunities were found both across and within countries, particularly for ECCE. (author abstract)
Resource Type:
Reports & Papers
Country:
Zimbabwe;
Yemen;
Vanuatu;
Vietnam;
Uzbekistan;
Uruguay;
Ukraine;
Trinidad & Tobago;
Tunisia;
Tajikistan;
Thailand;
Togo;
Chad;
Swaziland;
Syria;
Saba;
Suriname;
Somalia;
Sierra Leone;
Sudan;
Serbia;
Palestinian Territories;
Panama;
Nepal;
Nigeria;
Mozambique;
Malawi;
Mauritania;
Mongolia;
North Macedonia;
Madeira;
Moldova;
St. Lucia;
Lebanon;
Laos;
Kazakhstan;
Kyrgyzstan;
Jamaica;
Iraq;
Guyana;
Guinea-Bissau;
Gambia;
Ghana;
Georgia;
Djibouti;
Cuba;
Costa Rica;
Cameroon;
Côte d’Ivoire;
Central African Republic;
Channel Islands;
Belize;
Belarus;
Bhutan;
Burundi;
Burkina Faso;
Bangladesh;
Barbados;
Bosnia & Herzegovina;
Argentina;
Albania;
Afghanistan