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[null,"1.","Record Nr.",null,"UNINA9910955487303321"]
[null,null,"Autore",null,"Evans David K"]
[null,null,"Titolo",null,"Early child education : making programs work for Brazil's most important generation / / Human Development Sector Management Unit, Latin America and the Caribbean Regional Office"]
[null,null,"Pubbl/distr/stampa",null,"Washington, D.C. : , : World Bank, , c2012"]
[null,null,"ISBN",null,"0-8213-9563-7"]
[null,null,"Edizione",null,"[1st ed.]"]
[null,null,"Descrizione fisica",null,"pages cm"]
[null,null,"Disciplina",null,"372.210981"]
[null,null,"Soggetti",null,"Early childhood education - Brazil"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Bibliographic Level Mode of Issuance: Monograph"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Intro -- Contents -- Acknowledgments -- Acronyms and Abbreviations -- Executive Summary -- 1. Early Child Education-A Top Priority for the Coming Years -- Why Are Early Child Development and Early Child Education So Important? -- How Has Brazil Advanced in Early Child Development and Early Child Education in Recent Years? -- Key Issues Facing Brazil in Early Child Education -- 2. Ensuring High Quality Early Child Education for Brazil's Children -- Current Quality of Early Child Education in Brazil -- Curricular and Program Structure Improvement -- Monitoring Program Quality -- Improving Quality through Improved Incentives -- Improving Quality through Improved In-Service Training and Supervision -- Improving Quality through Knowledge Sharing -- Lessons -- 3. How to Reach the Very Poorest Children -- Access to Early Child Education around the World -- How Has Access to Early Child Education Evolved in Brazil? -- Reaching the Poorest: How Many to Plan For -- Building New Centers -- Alternative Ways to Deliver Early Child Education -- Provision and Financing of Early Child Education -- Lessons -- 4. The Next Steps for Brazil's Children -- Cross-Sectoral Collaboration -- Leveraging Private Sector Provision, Funding, and Innovation -- Compensating for Differences across Municipalities -- Lessons -- Appendixes -- Appendix A: Pre-school Enrollment with Alternative Definitions -- Appendix B: Survey of Evidence for Early Child Education in Brazil -- Appendix C: Rio de Janeiro's Creche Lottery -- Appendix D: Quality Rating Systems -- Appendix E: Selected Child Development Instruments -- Appendix F: Curriculum for Primeira Infância Completa -- Appendix G: Selection of MEC Publications for Early Childhood Development -- Appendix H: Jamaica's National "]
[{"$nulls":4},"Strategic Plan for Early Childhood Development -- References -- Boxes."]
[{"$nulls":4},"Box 2.1: Impact evaluation for early child development -- Box 2.2: Training and supervision in two municipalities -- Figures -- Figure 1: ECE coverage by state, 2009 -- Figure 2: ECE access by income quintile -- Figure 3: Quality of creches and pre-schools in six capital municipalities -- Figure 4: Additional children enrolled following revenue shock that leads median municipality to enroll 100 more children -- Figure 5: Fraction of creche students in public vs. private institutions by quintile of income (2009) -- Figure 6: Fraction of pre-school students in public vs. private institutions by quintile of income (2009) -- Figure 1.1: Cognitive development across income di. erentials over time -- Figure 1.2: Impact of high-quality, highly targeted early child education programs -- Figure 1.3: Sample of large-scale programs -- Figure 1.4: Public child investments per capita, 2006-2009 -- Figure 1.5: Fraction of children enrolled in early child education (1996-2009) -- Figure 2.1: Average quality index of creches and pre-schools by region (2001 and 2009) -- Figure 2.2: Average number of students per classroom, by year and region -- Figure 2.3: Average infrastructure quality index of creches and pre-schools in Brazil by administrative dependency (2009) -- Figure 2.4: Distribution of creche quality by broad quality domain -- Figure 2.5: Distribution of creche quality by selected specifi c areas -- Figure 2.6: Distribution of quality across ECE institutions -- Figure 2.7: Level of education of teachers in ECE versus primary and lowersecondary school -- Figure 2.8: Fraction of teachers with higher (post-secondary) education, by year and region -- Figure 2.9: Relationship between observed creche quality and parents' subjective measure of quality, Rio de Janeiro, 2001 -- Figure 3.1: Creche enrollment around the world, age 0-3 (or as specified)."]
[{"$nulls":4},"Figure 3.2: Pre-school enrollment around the world -- Figure 3.3: Fraction of 0-3 children in creche, 1996-2009 -- Figure 3.4: Fraction of 4-6 children in pre-school, 1996-2009 -- Figure 3.5: Creche access by state, 2009 -- Figure 3.6: Pre-school access by state, 2009 -- Figure 3.7: Fraction of 0-3 children in creche by gender (1996-2009) -- Figure 3.8: Fraction of 4-6 children in pre-school by gender (1996-2009) -- Figure 3.9: ECE institution a  endance by income (1996-2009) -- Figure 3.10: Fraction of children enrolled in creche in public vs. private institutions by income quintile (2009) -- Figure 3.11: Fraction of children a  ending pre-school in public vs. private institutions by income quintile (2009) -- Figure 3.12: Fraction of 4-6 children in pre-school by rural/urban, 1996-2009 -- Figure 3.13: Fraction of 4-6 children in pre-school by income and rural/urban, 1996-2009 -- Figure 3.14: Creche enrollment by mother's work status, 1996-2009 -- Figure 3.15: Pre-school enrollment by mother's work status, 1996-2009 -- Figure 3.16: Creche participation in Rio de Janeiro, by income level -- Figure 3.17: Number of public creches by region, 2001-2009 -- Figure 3.18: Share of creches of di. erent administrative dependencies, by region -- Figure 3.19: Share of pre-schools of different administrative dependencies, by region -- Figure 3.20: Fraction of early child education students in unregistered institutions, by year and region -- Figure 4.1: Additional children enrolled following revenue shock that leads median municipality to enroll 100 more children -- Figure C.1: Lottery process for municipality of Rio de Janeiro, 2007-2010 -- Tables -- Table 1: Sample of evidence on impacts of early child education in Brazil -- Table 1.1: Sample of Brazilian evidence on impacts of early child education -- Table 1.2: Policy changes in early child education in Brazil."]
[{"$nulls":4},"Table 1.3: Starting age for compulsory education in Europe, North "]
[{"$nulls":4},"America, and selected other countries -- Table 1.4: Child health outcomes across the world in 2007 -- Table 2.1: Impact of creche quality on months of child development, measured in months of child development -- Table 2.2: Domains in early child education observation instruments -- Table 2.3: Teacher qualifi cations required in Brazil and comparator countries -- Table 3.1: Labor force participation across countries -- Table 3.2: Total number of children not enrolled in ECE, by region -- Table 3.3: Number of 4-5 year olds not enrolled in pre-school in 2009, by rural/urban and region -- Table 3.4: Estimated demand for creche, by region -- Table 3.5: Average enrollment size of pre-schools in 2009, by region -- Table 3.6: ECE institutions, by type of institution (2005, 2009) -- Table 3.7: Method for identifying locations for new ECE centers -- Table 3.8: Annual municipal early child education expenditures in 2009, by region -- Table 4.1: Brazil's National Plan for Early Childhood -- Table 4.2: Services offered under Chile Crece Contigo -- Table 4.3: Steps to establishing public-private partnerships for ECD -- Table A.1: ECE enrollment rate by year and defi nition of enrollment -- Table B.1: Survey of studies of impact of ECE in Brazil -- Table D.1: Quality standards used to rate ECD centers -- Table D.2: Rating systems for early child development centers -- Table E.1: Sample of child assessment instruments used in creches and pre-schools -- Table F.1: Curriculum implemented as of November 2009 -- Table G.1: Selection of MEC publications for ECE -- Table H.1: Jamaica's National Strategic Plan for Early Childhood Development."]
[null,null,null,"Sommario/riassunto","In the past fifteen years, Brazil has made great strides in increasing its population's access to early child education, with both preschool and creche enrollment increasing by over fifty percent. Education programs for young children have consistently been shown to have long-term positive effects on life outcomes of participants. In Brazil, these programs have demonstrated positive impacts on, for example, income, length of schooling, and test scores. However, the quality of pre-schools and creches is essential in achieving these improvements, and even in capital cities, very few centers are rated as high-quality centers. Representation of the poorest and most vulnerable children among those attending pre-school and creche still lags considerably behind that of more privileged children, although poorer children stand to gain the most from early child education programs. Additionally, large rural-urban and regional disparities exist. This book details the literature on the effects of early child education and the importance of quality, and gives a comprehensive view of the quality, regional, and socioeconomic gaps in early child education in Brazil. It further examines existing public and private initiatives in Brazil, and discusses how they can be leveraged to effectively and efficiently provide quality pre-school and creche care. A central aim of the book is to provide policymakers with specific recommendations of policies to improve the quality and equity of the early child education experience in Brazil. Given the difficulty in reaching children in remote areas and the need to expand coverage to the poorest segments of the population, Brazil will need to be strategic in how and where it invests. It should target new centers and allocate existing spaces to the poorest people and areas. Municipal policymakers should allocate public spaces in a transparent manner, provide guidelines to institutions, and monitor them. Teachers need guidance on the best activities to use, to improve child outcomes. The use of participatory budgeting could potentially improve access and equity by involving the poor directly in the budgeting process. Increased cross-sectoral coordination could improve child welfare in cost-effective ways, and public-private partnerships could stretch "]
[{"$nulls":4},"existing resources further and expand coverage more quickly."]