The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Odd Rune Straume - One of the best experts on this subject based on the ideXlab platform.
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Preschool Education in brazil does public supply crowd out private enrollment
Social Science Research Network, 2013Co-Authors: Paulo Bastos, Odd Rune StraumeAbstract:This paper examines whether an expansion in the supply of public Preschool crowds out private enrollment. The paper uses rich data for municipalities in Brazil from 2000 to 2006, where federal transfers to local governments change discontinuously with given population thresholds. The results from a regression-discontinuity design reveal that larger federal transfers lead to a significant expansion of local public Preschool services, but show no evidence of crowding out of private enrollment. This finding is consistent with a theory in which households differ in their willingness to pay for Preschool services, and private suppliers optimally adjust prices in response to an expansion of lower-quality, free-of-charge public supply.
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Preschool Education in Brazil: Does Public Supply Crowd Out Private Enrollment?
2013Co-Authors: Paulo Bastos, Odd Rune StraumeAbstract:This paper examines whether an expansion in the supply of public Preschool crowds out private enrollment, using rich data for municipalities in Brazil from 2000-2006, where federal transfers to local governments change discontinuously with given population thresholds. Results from a regression-discontinuity design reveal that larger federal transfers lead to a significant expansion of local public Preschool services, but show no effects on the quantity or quality of private provision. These findings are consistent with a theory in which households differ in willingness to pay for Preschool services, and private suppliers optimally adjust prices in response to an expansion of lower-quality, free-of-charge public supply.
Paulo Bastos - One of the best experts on this subject based on the ideXlab platform.
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Preschool Education in brazil does public supply crowd out private enrollment
Social Science Research Network, 2013Co-Authors: Paulo Bastos, Odd Rune StraumeAbstract:This paper examines whether an expansion in the supply of public Preschool crowds out private enrollment. The paper uses rich data for municipalities in Brazil from 2000 to 2006, where federal transfers to local governments change discontinuously with given population thresholds. The results from a regression-discontinuity design reveal that larger federal transfers lead to a significant expansion of local public Preschool services, but show no evidence of crowding out of private enrollment. This finding is consistent with a theory in which households differ in their willingness to pay for Preschool services, and private suppliers optimally adjust prices in response to an expansion of lower-quality, free-of-charge public supply.
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Preschool Education in Brazil: Does Public Supply Crowd Out Private Enrollment?
2013Co-Authors: Paulo Bastos, Odd Rune StraumeAbstract:This paper examines whether an expansion in the supply of public Preschool crowds out private enrollment, using rich data for municipalities in Brazil from 2000-2006, where federal transfers to local governments change discontinuously with given population thresholds. Results from a regression-discontinuity design reveal that larger federal transfers lead to a significant expansion of local public Preschool services, but show no effects on the quantity or quality of private provision. These findings are consistent with a theory in which households differ in willingness to pay for Preschool services, and private suppliers optimally adjust prices in response to an expansion of lower-quality, free-of-charge public supply.
Marina Fridin - One of the best experts on this subject based on the ideXlab platform.
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kindergarten social assistive robot kindsar for children s geometric thinking and metacognitive development in Preschool Education a pilot study
Computers in Human Behavior, 2014Co-Authors: Guy Keren, Marina FridinAbstract:Abstract Kindergarten Social Assistive Robot (KindSAR) is an innovative tool promotes children’s development through social interaction. This pilot study demonstrates how KindSAR can assist Educational staff in the teaching of geometric thinking and in promoting the metacognitive development by engaging children in interactive play activities. Children’s reactions and performances were video recorded for analysis. Most children exhibited positive interaction with the robot and a high level of enjoyment. Our results showed that their performances on geometric thinking and metacognitive tasks were improved while they “played” with the robot. To measure children’s learning we have developed a novel measure of cognitive learning, which we call “velocity of learning”. This study demonstrates the feasibility and expected benefits of incorporating KindSAR in Preschool Education.
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storytelling by a kindergarten social assistive robot a tool for constructive learning in Preschool Education
Computers in Education, 2014Co-Authors: Marina FridinAbstract:Kindergarten Social Assistive Robotics (KindSAR) is a novel technology that offers kindergarten staff an innovative tool for achieving Educational aims through social interaction. Children in a Preschool setting have previously been shown to benefit from playing Educational games with the KindSAR robot. The experiment presented here was designed to examine how KindSAR can be used to engage Preschool children in constructive learning. The basic principle of constructivist Education is that learning occurs when the learner is actively involved in a process of knowledge construction. In this study, storytelling was used as a paradigm of a constructive Educational activity. An interactive robot served as a teacher assistant by telling prerecorded stories to small groups of children while incorporating song and motor activities in the process. Our results show that the children enjoyed interacting with the robot and accepted its authority. This study demonstrates the feasibility and expected benefits of incorporating KindSAR in Preschool Education. Kindergarten Social Assistive Robotics (KindSAR) is an innovative Educational technology.Preschool children play Educational games with a socially interactive KAR robot.The robot then "tells" two prerecorded stories to small groups of children.Storytelling aided by a KindSAR robot exemplifies a constructivist Educational activity.The results suggests that this activity improves the children's cognitive/motor performance.
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kindergarten social assistive robot first meeting and ethical issues
Computers in Human Behavior, 2014Co-Authors: Marina FridinAbstract:Kindergarten Social Assistive Robot (KindSAR) is an innovative tool that promotes children's development through social interaction. In this report we describe how KindSAR was introduced to a group of Preschool children in a one-to-many setup, and how it engaged the children in play-like interactions. Ethical guidelines were successfully implemented. Children's (N=11) reactions and performance were video-recorded for analysis. Most of the children interacted positively with the robot, exhibited heightened attention, performed motor and cognitive tasks, and reported a high degree of enjoyment of the interaction. A relationship was observed between children's poor social skills and their refusal to participate in interaction with the robot. A many-to-one setup was found to be preferable to a one-to-one setup. This study demonstrates the feasibility and potential benefit of incorporating KindSAR in Preschool Education.
Jane Waldfogel - One of the best experts on this subject based on the ideXlab platform.
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inequality in Preschool Education and school readiness
American Educational Research Journal, 2004Co-Authors: Katherine Magnuson, Marcia K Meyers, Christopher J Ruhm, Jane WaldfogelAbstract:Attendance in U.S. Preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, we analyze the effect of participation in child care and early Education on children's school readiness as measured by early reading and math skills in kindergarten and first grade. We find that children who attended a center or school-based Preschool program in the year before school entry perform better on assessments of reading and math skills upon beginning kindergarten, after controlling for a host of family background and other factors that might be associated with selection into early Education programs and relatively high academic skills. This advantage persists when children's skills are measured in the spring of kindergarten and first grade, and children who attended early Education programs are also less likely to be retained in kindergarten. In most instances, the effects are largest for disadvantaged groups, raising the possibility that policies promoting Preschool enrollment of children from disadvantaged families might help to narrow the school readiness gap.
Diane Whitmore Schanzenbach - One of the best experts on this subject based on the ideXlab platform.
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the impacts of expanding access to high quality Preschool Education
National Bureau of Economic Research, 2013Co-Authors: Elizabeth Cascio, Diane Whitmore SchanzenbachAbstract:President Obama’s “Preschool for All” initiative calls for dramatic increases in the number of 4-year-olds enrolled in public Preschool programs and in the quality of these programs nationwide. The Preschools proposed by the initiative share many characteristics with the universal Preschools that have been offered in Georgia and Oklahoma since the 1990s. This study draws together data from multiple sources to estimate the impacts of these “model” state programs on Preschool enrollment and a broad set of family and child outcomes. We find that the state programs have increased the Preschool enrollment rates of children from lower- and higher-income families alike. Among lower-income families, our findings also suggest that the programs have increased the amount of time mothers and children spend together on activities such as reading, the likelihood that mothers work, and children’s test performance as late as eighth grade. Among higher-income families, however, we find that the programs have shifted children from private to public pre-schools, resulting in less of an impact on overall enrollment but a reduction in childcare expenses, and that they have had no positive effect on children’s later test scores.
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the impacts of expanding access to high quality Preschool Education
National Bureau of Economic Research, 2013Co-Authors: Elizabeth U Cascio, Diane Whitmore SchanzenbachAbstract:President Obama's "Preschool for All" initiative calls for dramatic increases in the number of 4 year olds enrolled in public Preschool programs and in the quality of these programs nationwide. The proposed program shares many characteristics with the universal Preschools that have been offered in Georgia and Oklahoma since the 1990s. This study draws together data from multiple sources to estimate the impacts of these "model" state programs on Preschool enrollment and a broad set of family and child outcomes. We find that the state programs have increased the Preschool enrollment rates of children from lower- and higher-income families alike. For lower-income families, our findings also suggest that the programs have increased the amount of time mothers and children spend together on activities such as reading, the chances that mothers work, and children's test performance as late as eighth grade. For higher-income families, however, we find that the programs have shifted children from private to public Preschools, resulting in less of an impact on overall enrollment but a reduction in childcare expenses, and have had no positive effect on children's later test scores.
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the impacts of expanding access to high quality Preschool Education
Social Science Research Network, 2013Co-Authors: Diane Whitmore Schanzenbach, Elizabeth CascioAbstract:President Obama's "Preschool for All" initiative calls for dramatic increases in the number of 4 year olds enrolled in public Preschool programs and in the quality of these programs nationwide. The proposed program shares many characteristics with the universal Preschools that have been offered in Georgia and Oklahoma since the 1990s. This study draws together data from multiple sources to estimate the impacts of these "model" state programs on Preschool enrollment and a broad set of family and child outcomes. We find that the state programs have increased the Preschool enrollment rates of children from lower- and higher-income families alike. For lower-income families, our findings also suggest that the programs have increased the amount of time mothers and children spend together on activities such as reading, the chances that mothers work, and children's test performance as late as eighth grade. For higher-income families, however, we find that the programs have shifted children from private to public Preschools, resulting in less of an impact on overall enrollment but a reduction in childcare expenses, and have had no positive effect on children's later test scores.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.