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Evaluation of the Reggio approach to early education / Pietro Biroli (University of Zurich), Daniela del Boca (University of Turin, Collegio Carlo Alberto and IZA), James J. Heckman (American Bar Foundation, University of Chicago and IZA), Lynne Pettler Heckman (CEHD, University of Chicago), Yu Kyung Koh (CEHD, University of Chicago), Sylvi Kuperman (CEHD, University of Chicago), Sidharth Moktan (CEHD, University of Chicago), Chiara D. Pronzato (University of Turin, Collegio Carlo Alberto and IZA), Anna Ziff (CEHD, University of Chicago) ; IZA, Institute of Labor Economics
VerfasserBiroli, Pietro In der Gemeinsamen Normdatei der DNB nachschlagen ; Del Boca, Daniela In der Gemeinsamen Normdatei der DNB nachschlagen ; Heckman, James J. In der Gemeinsamen Normdatei der DNB nachschlagen ; Pettler Heckman, Lynne In der Gemeinsamen Normdatei der DNB nachschlagen ; Koh, Yu Kyung In der Gemeinsamen Normdatei der DNB nachschlagen ; Kuperman, Sylvi In der Gemeinsamen Normdatei der DNB nachschlagen ; Moktan, Sidharth In der Gemeinsamen Normdatei der DNB nachschlagen ; Pronzato, Chiara In der Gemeinsamen Normdatei der DNB nachschlagen ; Ziff, Anna In der Gemeinsamen Normdatei der DNB nachschlagen
KörperschaftForschungsinstitut zur Zukunft der Arbeit In der Gemeinsamen Normdatei der DNB nachschlagen
ErschienenBonn, Germany : IZA Institute of Labor Economics, April 2017
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Elektronische Ressource
Umfang1 Online-Ressource (48 Seiten) : Diagramme
SerieDiscussion paper ; no. 10742
URNurn:nbn:de:hbz:5:2-122984 Persistent Identifier (URN)
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Evaluation of the Reggio approach to early education [0.52 mb]
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Zusammenfassung

We evaluate the Reggio Approach using non-experimental data on individuals from the cities of Reggio Emilia, Parma and Padova belonging to one of five age cohorts: ages 50, 40, 30, 18, and 6 as of 2012. The treated were exposed to municipally offered infant-toddler (ages 0-3) and preschool (ages 3-6) programs. The control group either didnt receive formal childcare or were exposed to programs offered by the state or religious systems. We exploit the city-cohort structure of the data to estimate treatment effects using three strategies: difference-in-differences, matching, and matched-difference-in-differences. Most positive and significant effects are generated from comparisons of the treated with individuals who did not receive formal childcare. Relative to not receiving formal care, the Reggio Approach significantly boosts outcomes related to employment, socio-emotional skills, high school graduation, election participation, and obesity. Comparisons with individuals exposed to alternative forms of childcare do not yield strong patterns of positive and significant effects. This suggests that differences between the Reggio Approach and other alternatives are not sufficiently large to result in significant differences in outcomes. This interpretation is supported by our survey, which documents increasing similarities in the administrative and pedagogical practices of childcare systems in the three cities over time.