This paper synthesizes evidence on the effects of pre-primary education interventions on children’s cognitive and socioemotional development in low- and middle-income African countries. Interventions aimed to improve access to pre-primary education or enhance classroom quality through teacher training, with most programs also including parent-focused components to strengthen parenting practices, psychosocial stimulation, and involvement in school activities.
Targeting children aged 3 to 6 years, the studies generally used experimental methods to evaluate outcomes 1–2 years after program initiation. On average, interventions improved children’s cognitive development by 0.10 standard deviations and socioemotional development by 0.09 standard deviations. The evidence highlights the complementary role of classroom and home environments in supporting early childhood development.