Arapa, Briyit; Eduardo Sánchez, Alejandra Hurtado-Mazeyra y Alan Sánchez (2021). The relationship between access to pre-school education and the development of social-emotional competencies: Longitudinal evidence from Peru. International Journal of Educational Development, 87, 102482.

Authors evidence of the role pre-school has in the development of social-emotional competencies. We used data from the Young Lives longitudinal study in Peru to test the relationship between attendance to pre-school education with agency and pride at ages 8, 12, and 15, and self-efficacy and self-esteem at ages 12 and 15. They found that attendance to pre-school is related to higher socio-emotional ability, specifically higher scores on indicators of agency and pride. For those that start early (at 3 or 4 years), the relationship with agency persists up to the age of 15 years.