Objectives: To estimate the impacts of 2 interventions, early stimulation (ES) for children aged <3 years and enhanced preschool (EP) for children aged 3+ years, and their interactions.
Methods: In Odisha, India, 192 villages were randomly assigned to ES or to no ES. Within each village, about 8 mothers with children initially aged 7 to 16 months were enrolled, receiving ES or no ES accordingly (n = 1449). Subsequently, when children were aged ∼3 years, the villages were rerandomized to either EP at Anganwadi centers or no EP. This yielded 4 groups: (1) ES and EP, (2) only ES, (3) only EP, and (4) no intervention. Trained Anganwadi workers ran the EP. Primary outcomes, measured at baseline and follow-up after ∼1 year, were children's IQ (summarizing cognition, language, and executive functioning) and school readiness (SR). Secondary outcomes were home environments, caregivers' child-development knowledge. and preschool quality.
Results: Fifteen months after ES ended, onlyES had a sustained benefit on IQ (0.18 SD, P <.04) and on SR (0.13 SD, P <.08). Only EP improved IQ (0.17 SD, P <.04) and SR (0.24 SD, P <.01). Receiving both interventions improved IQ (0.24 SD, P <.01) and SR (0.21 SD, P <.01). No statistically significant interactions between the 2 interventions were observed.
Conclusions: Both ES and EP increased IQ and SR. Only ES impacts were sustained for 15 months. Only EP resulted in considerable catch-up for children who did not receive only ES. The absence of significant complementarities should be investigated further because of its profound policy implications.
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