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dc.contributor.authorMwaura, P.A.M.
dc.contributor.authorSylva, K.
dc.contributor.authorMalmberg, L.E.
dc.date.accessioned2014-07-17T06:31:31Z
dc.date.available2014-07-17T06:31:31Z
dc.date.issued2008-09-27
dc.identifier.citationInternational Journal of Early Years Education Volume 16, Issue 3, 2008en_US
dc.identifier.issn0966-9760
dc.identifier.other1469-8463
dc.identifier.urihttp://www.tandfonline.com/doi/abs/10.1080/09669760802357121#.U8f38kBCCZQ
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/10446
dc.descriptionDOI: 10.1080/09669760802357121en_US
dc.description.abstractThis study investigated the effect of preschool experience (two types of preschool: Madrasa and non‐Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980). The development of 423 children was studied at pre‐test (entry to preschool) and at post‐test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.titleEvaluating the Madrasa preschool programme in East Africa: A quasi-experimental studyen_US
dc.typeArticleen_US


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