Examining What Works in Pre-Primary: A Review of the Evidence
A growing body of evidence points to the important role that access to high-quality, pre-primary education can play in determining children’s future academic and professional success and overall well-being. This review provides a summary of existing research on pre-primary and highlights key findings on the factors associated with high-quality programming and the outcomes of investments in early learning at both the societal and individual level.
In particular, the report focuses on studies conducted in low- and middle-income countries and resource-limited contexts. It seeks to answer the following questions:
- What does the research conclude about the impact of pre-primary education on learning outcomes as it relates to:
- school readiness
- academic achievement in primary school, and
- longer-term academic achievement?
- What quality characteristics of pre-primary programming are essential for achieving learning outcomes?
- How does the environment around pre-primary programs work to support their long-term impact?
- What is the current landscape for pre-primary in each of the regions within USAID’s geographic portfolio?
The review also points to current gaps in the evidence and offers recommendations for future research. Further guidance on best practices for pre-primary programming can be found in the How-to Note.