While the effects of early childhood development on later educational outcomes have been widely studied in western countries, rigorous evidence from sub-Saharan African countries is limited. This longitudinal study uses Zambian children’s developmental outcomes at age six as predictors of educational enrollment and attainment at age 15. Fine motor, receptive language, and early literacy skills were most strongly associated with on-track enrollment. Fine motor skills were most predictive of enrollment. Cognitive, socio-emotional, and executive functioning skills predicted grade repetition. Overall, the results suggest substantial heterogeneity in the associations between domains of early childhood development and adolescent schooling outcomes in Zambia.

虽然西方国家已广泛研究幼儿发展对后期教育成果的影响，但来自撒哈拉以南非洲国家的严格证据有限。这项纵向研究使用赞比亚儿童 6 岁时的发育成果作为教育入学率和 15 岁成绩的预测指标。精细运动、接受性语言和早期识字技能与正常入学的相关性最强。精细运动技能最能预测入学率。认知、社会情感和执行功能技能预测了成绩重复。总体而言，结果表明赞比亚儿童早期发展领域与青少年教育成果之间的关联存在很大的异质性。