Lei Wang , Shaanxi Normal University Yiwei Qian , Stanford University Nele Warrinnier , Queen Mary University of London and LICOS, KU Leuven Orazio Attanasio , Yale University, the Institute of Fiscal Studies (IFS) Scott Rozelle , Stanford University Sean Sylvia , University of North Carolina at Chapel Hill
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We present evidence from a randomized experiment testing the impacts of a six-month early childhood home-visiting program on child outcomes at school entry. Two and a half years after completion of the program, we find persistent effects on child working memory - a key skill of executive functioning that plays a central role in children’s development of cognitive and socio-emotional skills. We also find that the program had persistent effects on parental time investments and preschool enrolment decisions. Children were enrolled earlier and in higher quality preschools, the latter reflecting a shift in preferences over preschool attributes toward quality. Our findings imply an important role for the availability of high-quality subsequent schooling in sustaining the impacts of early intervention programs.
J.E.L classification codes: J13, I21, I28, H11
Keywords:Early Childhood Development, Parenting, China, Poverty