ERIC Number: EJ1374294
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-4985
EISSN: EISSN-1465-3915
Available Date: N/A
A Slippery Slope: Early Learning and Equity in Rural India
Oxford Review of Education, v49 n1 p93-113 2023
There is near consensus that early childhood education and care (ECEC) is essential to children's early development. A common corollary is that early learning will be pivotal to helping redress inequities in educational outcomes. We examine whether this is true among rural communities in the Indian states of Assam, Rajasthan, and Telangana. Specifically, we assess whether learning gains for the most disadvantaged are retained in comparison to more advantaged children who had lower initial learning levels. We find that lower-achieving, more advantaged children (as measured by mother's education) soon overtake higher-achieving but less advantaged children. In contrast, higher-achieving girls remain ahead of lower-achieving boys in Assam and Telangana, although they are caught up in Rajasthan. Given the differing patterns across the states, we explore the extent to which these may be shaped by their respective social and policy contexts.
Descriptors: Foreign Countries, Rural Areas, Early Childhood Education, Disadvantaged, Advantaged, Social Differences, Educational Policy, Child Development, Outcomes of Education, Achievement Gains, Learning Processes, Low Achievement, High Achievement, Mothers, Educational Attainment, Comparative Analysis, Indians, Gender Differences, Social Environment, Access to Education, Equal Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India
Grant or Contract Numbers: N/A
Author Affiliations: N/A