A Randomized Evaluation of the Effects of a Preschool Intervention on Child Learning and Women's Economic Empowerment in Tharaka Nithi County, Kenya

We refer to the intervention described here as the Tharaka Nithi County Preschool Program.

The trial aims to investigate how a well-designed preschool program can improve child development and school readiness, while at the same time improving women's empowerment through improved employment and earnings and better recognition of their roles as mothers.
Currently preschools in Tharaka Nithi County, Kenya only admit children from 4 years old. And while there is a curriculum for their education, schools tend to be under-equipped with learning materials and the implementation of the curriculum is wanting.

The intervention consists of six main components: A. Expanding admission to 3-year-olds in the current preschools (they currently start at 4), B. Preparing a curriculum to accommodate the 3-year old children (as the curriculum currently starts at 4 years) and improving the teaching practices in the center for all children, including the 4 year olds, C. Developing teacher activity guides to support curriculum implementation, D. Providing developmentally appropriate teaching and learning materials (e.g. picture books, puzzles, games), E. Adding an extra teacher in the preschool class (PP1), and F. Training the teachers in the implementation of the curriculum through teacher-training workshops and in-class coaching.

A group of specially trained mentors will train the teachers and will oversee the implementation of the intervention, offering support.

The intervention will last for two successive school years.

2024-01-15

2025-11-30

Child Development Outcomes:
• Measurement: Cognitive, linguistic, and socio-emotional development assessed through appropriate instruments (e.g., IDELA, WPPSI).
• Focus: Impact of the innovative preschool intervention on child development outcomes and school readiness in 3-year-olds after one and two years of the intervention, as well as on 4-year-olds after one year compared to control schools.

Women's Labor Supply, Wellbeing, and Empowerment:

• Measurement: Mother and father surveys capturing labor supply, earnings, total household earnings, entrepreneurial activities, mental health indicators, measures of empowerment, control of resources, and decision-making.
• Focus: Impact of the preschool intervention on women's labor supply, time-use, wellbeing, and empowerment.

1. Community Engagement and Acceptance:
Measurement: Level of community engagement and acceptance of the preschool program.
Focus: Understanding community perspectives and attitudes toward the intervention.

2. Parental Involvement and Satisfaction:

Measurement: Level of parental involvement in the program and overall satisfaction.
Focus: Exploring the role of parents in the intervention and their perception of its impact on their children.

3. Long-term Impact on Enrollment Rates:

Measurement: Changes in pre-primary education enrollment rates, particularly for children under 4, over an extended period.
Focus: Examining the sustainability and long-term impact of the intervention on enrollment patterns.

4. Quality of Teacher-pupil Interactions:

Measurement: Quality of interactions between teachers and pupils in the program.
Focus: Understanding the effectiveness of the intervention in promoting positive teacher-pupil relationships.

5. Community Feedback and Adjustments:

Measurement: Gathering feedback from the community regarding the program.
Focus: Ensuring that the program is responsive to community needs and concerns.

6. Cost-Benefit Analysis:

Measurement: Conducting a cost-benefit analysis of the program.
Focus: Assessing the economic viability of the intervention and its potential for scalability.

7. Fidelity of Intervention:

Measurement: Monitoring the fidelity of the intervention, attendance rates of children, and parent knowledge on child development.
Focus: Understanding the implementation process and identifying mechanisms and obstacles towards improved women's empowerment and child development.

Experimental Design
The experimental design involves a Randomized Controlled Trial (RCT) to assess the impact of the Tharaka Nithi County Preschool Program on child development and women's labor supply. The intervention targets 3–4-year-olds, utilizing the existing infrastructure of PP1 (pre-primary 1) in selected public schools. The study duration is planned for two years, starting in the school calendar year beginning January 2023.


We will select 117 schools in Tharaka Nithi county in Kenya based on: a) their ability to accommodate 5 extra children in their preschool class (PP1 - currently for four year-olds only); b) that do not have a playgroup for children younger than 4; c) do not admit regularly 3-year-olds.

Determining the 3-year olds that will participate in the study: Following a census we consider all 3-year-olds defined as children who will be between 2y8mo-3y6mo in January 2024. We then allocate 10 children and 5 reserve children to the closest possible school of the 117 study schools such that each school is associated with 10 children and five reserve children to fill in the place of those who turn down participation in the study.

We then randomly select 60 schools into treatment. For each treatment school we randomly select 5 children from the group associated with the school (as above) to attend to attend the school. The other five will be controls. Children associated with control schools are also controls. Once parents have consented, these children are assessed, and household data is collected.


4-year-olds attend preschool (PP1) anyway: This is the current age of first attendance. Thus, once school has started in January 2024 we obtain the register of all 4-year-old children in all 117 study schools. We then randomly pick 5 4-year-olds from the list to be the children we observe for the study. Once parents have consented, these children are assessed, and household data is collected.

Not available

Randomization will take place by computer following a census of eligible households (those with children 2y8mo-4y5Mo at baseline who have expressed willingness to participate) within a radius of 3km from 149 pre-selected schools. The census will be used to determine the final 117 schools to participate in the study and their respective catchment areas (see above).

School and individual

Yes

117 Schools

600 4 year-olds and 900 3-year -olds

60 treatment schools each with: five randomly selected 4-year-olds (treated), 5 three-year-olds randomly selected to attend (treated) and 5 control three-year-olds living in the catchment area but not selected to attend in the randomization. The three year olds in the treated areas are individually randomized.

57 treatment schools each with: five four-year-olds (not treated) from the catchment area and five non-treated three-year-olds.

All children participating in the random selection belong to families who expressed the willingness for their children to attend pre-school.

Power 80%, False positive rate 5% Comparison of treated and nontreated three-year-olds in treated school catchment areas (600 individually randomized 50/50) 0.23Sd Comparison of four-year-olds in treated and non treated school catchment areas (clustered, 600 Intracluster corr 0.2) 0.31Sd Comparison of three-year-olds in treated and non treated school catchment areas (clustered) 0.31 SD