Sammendrag
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.
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