中文成人直播

报告题目：Same Birth Village, Different Destinies: Medium- and Long-term Effects of Parenting Interventions during Early Childhood

报  告 人：Scott Rozelle 教授（斯坦福大学）

主  持 人：黄季焜 教授

报告时间：2025年4月7日 星期一 15:30-17:00

报告地点：北京大学王克桢楼107会议室

报告人简介

Scott Rozelle，斯坦福大学Helen C. Farnsworth特聘教授、Freeman Spogli国际研究所（FSI）高级研究员、中国经济与制度研究中心联合主任。美国经济学会、美国农业经济学会、国际农业经济学家学会、计量经济学会终身会士。主要研究发展经济学、农业经济学和资源环境经济学，重点关注教育、营养和儿童早期发展。先后在Nature、Science、American Economic Review、The Economic Journal等国际顶级期刊发表论文400余篇。曾荣获美国农业与应用经济学会终生成就奖，中国政府友谊奖（2008年），2019年荣获中共中央、国务院、中央军委颁发的纪念勋章。在过去20多年里，Rozelle教授一直担任中国农业政策研究中心（CCAP）的国际顾问委员会主席。

报告内容

We implemented a non-masked, cluster-randomized controlled trial in rural areas of Northwestern China. All children aged 18–30 months in 131 villages of four randomly selected underdeveloped counties were enrolled in November 2014. We randomly assigned villages to treatment (65 villages, 213 caregiver-child dyads) or control (66 villages, 379 caregiver-child dyads) groups. In the intervention group, caregiver-child dyads were involved in weekly home visits focusing on psychosocial stimulation of young children over the period of 6 months. The control group received no home visits. Approximately 7.5 years after program completion, when children were 9–10 years old, follow-up data were collected (N = 466). Intention-to-treat (ITT) effects show that the intervention led to an improvement in Wechsler Intelligence Scale for Children full-scale IQ, verbal comprehension index, and processing speed index scores (standardized effect sizes of 0.18 SD [95% CI 0.00 SD–0.37 SD]; 0.29 SD [95% CI 0.09–0.48]; and 0.21 SD [95% CI 0.03–0.39], respectively). Furthermore, we find evidence of sustained improvements in children’s learning outcomes and environment. Our results demonstrate that program with sustained impacts on children’s learning environment can lead to lasting medium-term gains in child development.