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.
- Received February 2020.
- Accepted November 2021.
This open access article is distributed under the terms of the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0) and is freely available online at: http://jhr.uwpress.org.
In this issue
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- Article
- Abstract
- I. Introduction
- II. The Norwegian Context and Preschool System
- III. Structured Curriculum Intervention: Structured Preschool Curriculum and Accompanying Teacher Training
- IV. Experimental Design and Empirical Strategy
- V. Procedures
- VI. Assessments and Data
- VII. Results
- VIII. Discussion
- IX. Conclusion
- Acknowledgments
- Footnotes
- References
- Figures & Data
- Supplemental
- Info & Metrics
- References
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