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Medium and Long Run Effects of the Early Childhood Development and Socioemotional Skills: field work and analysis of longitudinal Data in Sertãozinho/SP

Grant number: 17/08840-9
Support type:Regular Research Grants
Duration: December 01, 2017 - November 30, 2019
Field of knowledge:Applied Social Sciences - Economics - Social Welfare Economics
Principal researcher:Luiz Guilherme Dácar da Silva Scorzafave
Grantee:Luiz Guilherme Dácar da Silva Scorzafave
Home Institution: Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto (FEARP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil
Assoc. researchers: Carolina Moraes Sarmento de Assis ; Daniel Domingues dos Santos ; Denis da Silva Moreira ; Diego Menezes dos Santos Pinheiro ; Elaine Toldo Pazello ; Filip de Fruyt ; Gabriel Leal Silva ; Henrique Lima de Siqueira ; Izabelle Marques Silva de Carvalho ; João Pedro de Andrade Rosa ; João Pedro Souza Lavinas ; Leonardo de Vitto ; Oliver John ; Ricardo Primi ; Vanessa Aparecida Antunes Castello Branco de Lima ; Vinícius Godoy Princiotti ; Vitória Olivier Natal
Associated scholarship(s):18/06337-0 - Support to the process of data collection and treatment of the Sertãozinho longitudinal survey: wave of 2017, BP.TT


There are few studies about the impact of early childhood development in Brazil on child´s development. Due to the lack of data, these studies present evidence only on the impact of daycare and preschool on the cognitive skill of the students and these evidences are not reliable. In this project, we propose a new collect of longitudinal data that will be a follow up of the data previous collected from Sertãozinho/SP in 2008 and 2012. This project will collect data from test scores of the students in grades after preschool (cognitive skills, such as language and math), and also information about non-cognitive skills of the students. This data collection will serve as an update of the data collected by Felício et al. (2012) in 2008 and by Pazello et al. (2013) in 2012. Felício et al. (2012) collected data about all the students in the 2nd grade of elementary school in Sertãozinho, and they also applied a literacy test to these students. The data collected by Felício et al. (2012) is unique in the sense that they have information about how many years the students spent at daycare and preschool, and not only if they went to those institutions. In the follow-up (PAZELLO et al., 2013), there is more information about early childhood education in the questionnaires - the study applied a cognitive exam and a non-cognitive skills test to the same students. With this new data collection, we will have data for this group of students when they were 8, 12 and now 17 years old, and thus we will be able to, for the first time in Brazil, accompany socioemotional and cognitive development with longitudinal data. With this, we intend to present reliable estimations about the impact of early childhood education in daycare and preschool on cognitive and non-cognitive abilities of the students. (AU)

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