The Effects of a Structured Curriculum on Preschool Effectiveness: A Field Experiment

Rege, Mari; Størksen, Ingunn; Solli, Ingeborg Caroline Foldøy; Kalil, Ariel; Megan M., McClelland; Ten Braak, Dieuwer; Lenes, Ragnhild; Lunde, Svanaug; Breive, Svanhild; Carlsen, Martin; Erfjord, Ingvald; Hundeland, Per Sigurd
Peer reviewed, Journal article
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https://hdl.handle.net/11250/2988145
Date
2021
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Rege, M., Størksen, I., Solli, I. C. F., Kalil, A., McClelland, M.M., Ten Braak, D., Lenes, R., Lunde, S., Breive, S., Carlsen, M., Erfjord, I. & Hundeland, P. S. (2021). The Effects of a Structured Curriculum on Preschool Effectiveness: A Field Experiment. The Journal of human resources.   10.3368/jhr.0220-10749R3
Abstract
Abstract: This study tests an intervention that introduces a structured curriculum for five-year-olds into the universal preschool context of Norway, where the business as usual is an unstructured curriculum. We conduct a field experiment with 691 five-year-olds in 71 preschools and measure treatment impacts on children’s development in mathematics, language, and executive functioning. The nine-month intervention has effects on child development at post-intervention and the effects persist one year following the end of the treatment. The effects are mainly driven by the preschools identified as low-quality at baseline, indicating that a structured curriculum can reduce inequality in early childhood learning environments.
Publisher
University of Wisconsin Press
Journal
The Journal of human resources
Copyright
© 2021 Board of Regents of the University of Wisconsin System
Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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