Early childhood education attendance and school readiness in low- and middle-income countries: The moderating role of family socioeconomic status

This study examined associations between attendance at early childhood education (ECE) programs and school readiness, the extent to which ECE–school readiness association is moderated by family socioeconomic status (SES). Data were from 58 low- middle-income countries (N = 165,875, Mage 47.52 months). Multilevel analysis showed that ECE was positively associated with total domain-specific in addition role of SES. The medium effect size for literacy–numeracy small learning socioemotional readiness. SES, although this varied domains. While ECE–literacy–numeracy stronger high SES children (i.e., leveraging effect), ECE–learning lower peers compensatory effect). No differences observed competency additive Our findings suggest plays a significant developing competencies LMIC contexts, it strongly geared towards cognitive outcomes therefore requiring focus on other developmental Additionally, help close gap children’s subsequent outcomes, policy makers must pay attention increasing both quantity quality provision low backgrounds.