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The relationship between access to pre-school education and the development of social-emotional competencies: Longitudinal evidence from Peru

Author

Listed:
  • Arapa, Briyit
  • Sánchez, Eduardo
  • Hurtado-Mazeyra, Alejandra
  • Sánchez, Alan
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.

Suggested Citation

  • Arapa, Briyit & Sánchez, Eduardo & Hurtado-Mazeyra, Alejandra & Sánchez, Alan, 2021. "The relationship between access to pre-school education and the development of social-emotional competencies: Longitudinal evidence from Peru," International Journal of Educational Development, Elsevier, vol. 87(C).
    • Handle: RePEc:eee:injoed:v:87:y:2021:i:c:s0738059321001358
    DOI: 10.1016/j.ijedudev.2021.102482
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    References listed on IDEAS

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