Efeito de educação infantil sobre o vocabulário das crianças
Palavras-chave:Educação infantil, Vocabulário expressivo, Vocabulário receptivo, Desenvolvimento infantil
This paper investigates the effect of an Early Childhood Education program on children’s vocabulary. Using 2016 data from Petrolina, we compare children attending school to children not enrolled at the time of data collection. To account for selection bias, information from a parents’ assessment is used to create control variables associated with characteristics usually not observed by the researcher that are potentially correlated with children’s enrolment status and child development. Results show positive and statistically significant impacts on expressive vocabulary. There is also evidence that the program is more effective for children with lower reading exposure in the home.
Abadie, Alberto. 2005. “Semiparametric difference-in-differences estimators”. The Review of Economic Studies 72(1): 1–19.
Abidin, R. Richard. Parenting Stress Index-Manual. Charlottesville, VA: Pediatric Psychology Press, 1990.
Currie, Janet, and Douglas Almond. "Human capital development before age five." In Handbook of labor economics, vol. 4, pp. 1315-1486. Elsevier, 2011.
Berlinski, Samuel, Sebastian Galiani, and Paul Gertler. "The effect of pre-primary education on primary school performance." Journal of Public Economics 93, no. 1-2 (2009): 219-234.
Bradley, Robert H., and Robert F. Corwyn. "Socioeconomic status and child development." Annual review of psychology 53, no. 1 (2002): 371-399.
Cameron, A. Colin, and Pravin K. Trivedi. Microeconometrics: methods and applications. Cambridge university press, 2005.
Camilli, Gregory, Sadako Vargas, Sharon Ryan, and W. Steven Barnett. "Meta-analysis of the effects of early education interventions on cognitive and social development." Teachers college record 112, no. 3 (2010): 579-620.
Capovilla, Fernando, Alessandra Capovilla, Leila Nunes, Ivânia Aráujo, Débora Nunes, Daniel Nogueira, and Ana Beatriz Bernat. "Versão brasileira do teste de vocabulário por imagens peabody: dados prelimiares." Distúrbios da Comunicação 8, no. 2 (1997).
Carneiro, Pedro, and Rita Ginja. "Long-term impacts of compensatory preschool on health and behavior: Evidence from Head Start." American Economic Journal: Economic Policy 6, no. 4 (2014): 135-73.
Črnčec, Rudi, Bryanne Barnett, and Stephen Matthey. "Development of an instrument to assess perceived self‐efficacy in the parents of infants." Research in nursing & health 31, no. 5 (2008): 442-453.
Cunha, Flavio, James J. Heckman, Lance Lochner, and Dimitriy V. Masterov. Interpreting the evidence on life cycle skill formation. In: HANUSHEK, E.; WELCH, F. (Ed.). The handbook of economics of education, 2006, cap. 12, p. 697-812.
Cunningham, Anne E., and Keith E. Stanovich. "Early reading acquisition and its relation to reading experience and ability 10 years later." Developmental psychology 33, no. 6 (1997): 934.
Curi, Andréa Zaitune, and Naércio Aquino Menezes-Filho. A relação entre educação pré-primária, salários, escolaridade e proficiência escolar no Brasil. Estudos Econômicos (São Paulo) 39, no. 4 (2009): 811-850.
Dehejia, Rajeev H., and Sadek Wahba. "Propensity score-matching methods for nonexperimental causal studies." Review of Economics and statistics 84, no. 1 (2002): 151-161.
Dreyer, Benard P., Alan L. Mendelsohn, and Catherine S. Tamis‐LeMonda. "Assessing the child's cognitive home environment through parental report; reliability and validity." Early Development and Parenting: An International Journal of Research and Practice 5, no. 4 (1996): 271-287.
Durkin, D., 1966. The achievement of pre-school readers: Two longitudinal studies. Reading Research Quarterly, pp.5-36.
Felfe, Christina, Natalia Nollenberger, and Núria Rodríguez-Planas. "Can’t buy mommy’s love? Universal childcare and children’s long-term cognitive development." Journal of population economics 28, no. 2 (2015): 393-422.
Hart, Betty, and Todd R. Risley. Meaningful differences in the everyday experience of young American children. Paul H Brookes Publishing, 1995.
Heckman, James, Rodrigo Pinto, and Peter Savelyev. "Understanding the mechanisms through which an influential early childhood program boosted adult outcomes." American Economic Review 103, no. 6 (2013): 2052-86.
Klass, Perri, Benard P. Dreyer, and Alan L. Mendelsohn. "Reach out and read: literacy promotion in pediatric primary care." Advances in pediatrics 56, no. 1 (2009): 11-27.
Matheny Jr, Adam P., Theodore D. Wachs, Jennifer L. Ludwig, and Kay Phillips. "Bringing order out of chaos: Psychometric characteristics of the confusion, hubbub, and order scale." Journal of Applied Developmental Psychology 16, no. 3 (1995): 429-444.
McIntyre, Laureen J., M. Hellsten Laurie-ann, Julia Bidonde, Catherine Boden, and Carolyn Doi. "Receptive and expressive English language assessments used for young children: a scoping review protocol." Systematic reviews 6, no. 1 (2017): 70.
Mercy, James A., and Lala Carr Steelman. "Familial influence on the intellectual attainment of children." American Sociological Review (1982): 532-542.
Needlman, Robert, Karen H. Toker, Benard P. Dreyer, Perri Klass, and Alan L. Mendelsohn. "Effectiveness of a primary care intervention to support reading aloud: a multicenter evaluation." Ambulatory Pediatrics 5, no. 4 (2005): 209-215.
Rosenbaum, Paul R., and Donald B. Rubin. “The central role of the propensity score in observational studies for causal effects”. Biometrika 70, no. 1 (1983): 41-55.
Seabra, A. G., B. T. Trevisan, and F. C. Capovilla. "Teste infantil de nomeação." Avaliação neuropsicológica cognitiva: Linguagem oral 2 (2012): 54-86.
Sénéchal, M. The differential effect of storybook reading on preschoolers’ acquisition of expressive and receptive vocabulary. Journal of Child Language, 24, 123-138, 1997.
Sénéchal, Monique, and Jo‐Anne LeFevre. "Parental involvement in the development of children’s reading skill: A five‐year longitudinal study." Child development 73, no. 2 (2002): 445-460.
Schultz, T. Paul, and John Strauss, eds. Handbook of development economics. Vol. 4. Elsevier, 2008.
Solis, Magaly Lucia, and Richard R. Abidin. "The Spanish version parenting stress index: A psychometric study." Journal of Clinical Child and Adolescent Psychology 20, no. 4 (1991): 372-378.
Weisleder, Adriana, Denise SR Mazzuchelli, Aline Sá Lopez, Walfrido Duarte Neto, Carolyn Brockmeyer Cates, Hosana Alves Gonçalves, Rochele Paz Fonseca, João Oliveira, and Alan L. Mendelsohn. "Reading aloud and child development: a cluster-randomized trial in Brazil." Pediatrics 141, no. 1 (2018): e20170723.
Zuckerman, Barry, and Aasma Khandekar. "Reach Out and Read: evidence based approach to promoting early child development." Current opinion in pediatrics 22, no. 4 (2010): 539-544.
Copyright (c) 2021 Guilherme Hirata
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
A submissão de artigo autoriza sua publicação e implica o compromisso de que o mesmo material não esteja sendo submetido a outro periódico.
A revista não paga direitos autorais aos autores dos artigos publicados.
O detentor dos direitos autorais da revista é o Departamento de Economia da Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo.