晚入学对西北农村儿童认知发展的影响——学前教育重要吗?

Qihui Chen
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引用次数: 8

摘要

本文利用甘肃省儿童与家庭调查中近1800名小学适龄儿童的数据,估计了小学入学年龄对中国西北农村儿童认知发展的因果关系。利用儿童入学年龄在入学截止日期前后的不连续性结构,工具变量估计表明,延迟1年入学会使儿童在9-12岁时进行的认知能力测试中的分数降低0.11-0.16个标准差(测试分数分布)。在没有学前教育的村庄,晚入学负效应明显更大。这种情况也会随着孩子升入高年级而持续下去。这些发现表明,在学前教育体系不发达的发展中地区,延迟入学即使可能是农村家长对资源限制的理性反应,也可能对儿童的认知发展有害。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Impacts of Late School Entry on Children's Cognitive Development in Rural Northwestern China—Does Preprimary Education Matter?
This article estimates the causal effect of primary school entry age on children's cognitive development in rural northwestern China, using data on nearly 1,800 primary school aged children from the Gansu Survey of Children and Families. Instrumental variable estimates, exploiting the discontinuity structure in children's school entry age around the enrolment cut-off date, indicate that a 1-year delay in school entry reduces children's scores on a cognitive ability test administered when they were aged 9–12 by 0.11–0.16 standard deviations (of the distribution of test scores). The negative late-school-entry effect is significantly larger in villages with no preprimary schools. It also persists as children advance to higher grades. These findings suggest that delayed school entry, even if it may be rural parents' rational response to resource constraints, can be harmful for children's cognitive development in developing areas with underdeveloped preprimary school systems.
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