Relationship Between Basic Services in Formal and Non-Formal Early Childhood Education Institutions and Mathematics Learning Outcomes Among Preschool Children in Rural Areas of Peru

• Autores: Alarcón Delgado, Fernando, Ponce de León Marquina, Marcela
• Formato: artículo
• Fecha de Publicación: 2026
• Institución: Universidad Católica San Pablo
• Repositorio: Revistas - Universidad Católica San Pablo
• Lenguaje: español
• OAI Identifier: oai:revistas.ucsp.edu.pe:article/1822
• Enlace del recurso: https://revistas.ucsp.edu.pe/index.php/emomentum/article/view/1822
• Nivel de acceso: acceso abierto
• Materia: Educación inicial; servicios básicos; logros de aprendizaje; regresión por cuantiles; Perú; Early childhood education; basic services; learning outcomes; quantile regression; Peru

The primary objective of this study is to examine the relationship between access to basic services (electricity, water, and sanitation) in Early Childhood Education Centers (CEI) and Non-Formal Early Childhood Education Programs (PRONOEI) located in rural areas of Peru, and Mathematics learning outcomes among five-year-old children. Robust Ordinary Least Squares (OLS) methodology was employed to estimate the direct relationship between basic services and learning outcomes. Additionally, the existence of heterogeneous relationships between both variables was analyzed across the learning outcomes distribution using quantile regression methodology. The sample has national-level inference capacity, disaggregated both by service delivery modality and rural area. Regarding the main findings, access to treated or potable water in CEIs was found to be positively associated with children's learning outcomes. Finally, with respect to potential heterogeneous relationships, the interaction between socioeconomic status and the provision of basic services in early childhood education institutions (IEI) was found to have a positive relationship with learning outcomes.