Earlier Preschool Education for Better Development? Evidence from Vietnam
Résumé
Using longitudinal Young Lives survey in Vietnam, this paper analyzes the effect of preschool starting age on skills, educational attainment, and health of poor children. Implementing the double machine learning estimator, we find short and medium-term positive effects of starting preschool younger on child cognitive skills but little evidence on child non-cognitive skills. Starting preschool younger significantly increases the highest grade achieved and creates a behavioral response of increasing subsequent parental investment in education. In contrast, we uncover the short-term negative impact of starting preschool younger with measures of child health, namely weight-forage and BMI-forage. The findings imply that expanding access to preschool and improving the quality of preschool education are important to achieve comprehensive child development.
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