The relationship between access to pre-school education and the development of social-emotional competencies: Longitudinal evidence from Peru |
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| Institution: | 1. Universidad Nacional de San Agustín de Arequipa, Arequipa, Peru;2. Group for the Analysis of Development, Peru;1. Universidad Alberto Hurtado, Facultad de Educación, Departamento de Política Educativa, Chile;2. Pontificia Universidad Católica de Chile, Facultad de Educación, Chile;1. Pakistan Institute of Development Economics (PIDE), Islamabad, Pakistan;2. University of Southern Queensland, Toowoomba, QLD 4350, Australia |
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| Abstract: | We provide evidence of the role pre-school has in the development of social-emotional competencies. We used data from the Young Lives longitudinal study in Peru to test the relationship between attendance to pre-school education with agency and pride at ages 8, 12, and 15, and self-efficacy and self-esteem at ages 12 and 15. We found that attendance to pre-school is related to higher socio-emotional ability, specifically higher scores on indicators of agency and pride. For those that start early (at 3 or 4 years), the relationship with agency persists up to the age of 15 years. |
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| Keywords: | Pre-school Socio-emotional competencies Non-cognitive skills Peru Self-esteem Self-efficacy |
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