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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 Strategic Plan for Early Childhood Development -- References -- Boxes.
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).
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.
Table 1.3: Starting age for compulsory education in Europe, North 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.
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Early child education [[electronic resource] ] : making programs work for Brazil's most important generation / / David K. Evans, Katrina Kosec
