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This paper examines the magnitude and source of gender gaps in cognitive and social-emotional skills in early primary grades in rural Indonesia. Relative to boys, girls score more than 0.17 SD higher in tests of language and mathematics (cognitive skills) and between 0.18 and 0.27 SD higher in measures of social competence and emotional maturity (social-emotional skills).

This paper documents that children in rural Indonesia participate in a great variety of early childhood education pathways

The implementation of the Pacific early age readiness and learning program has generated significant data, evidence, operational experience, and knowledge

The results from this review indicate that it would indeed be plausible to adapt the population health approach to sites and schools

This paper reports on a five-year project to measure student wellbeing across an education system using the Middle Years Development Instrument

Access to safe, secure, and stable housing is a well-known social determinant of health

In all six countries, child development scores increased with age and urban children consistently performed better than rural children

We examined associations between developmental vulnerability profiles determined at the age of 5 years and subsequent childhood mental illness between ages 6 and 13 years in an Australian population cohort.

The New South Wales Child Development Study was established to enable a life course epidemiological approach to identifying risk and protective factors

Patterns of early childhood developmental vulnerabilities may provide useful indicators for particular mental disorder outcomes in later life