A child's first five years are crucial for their future development, influencing their education, health, and future earnings. In sub-Saharan Africa, more than 77% of children lack access to early childhood care and education, putting them at risk of not reaching their full potential. In response, many African governments are expanding access to pre-primary education, but research shows that simply increasing enrollment isn't enough. Creating nurturing, high-quality learning environments is equally important to prepare children for primary school. Economists and researchers are studying these programs to help design effective and scalable early childhood education policies that can benefit millions of children across the continent. A recent study published in the Journal of African Economies reviewed six pre-primary education programs from five African countries: The Gambia, Ghana, Kenya, Malawi, and Mozambique. Most of these programs were in poor, rural, and remote areas. The research found that programs using play-based learning generally had positive effects on children's development. Additionally, programs that included support for parents—such as teaching them how to engage with their children—seemed to have the greatest impact on children's developmental outcomes. This suggests that successful programs need not only skilled teachers but also strategies to involve parents in their children's learning. The study focused on two key areas of child development: cognitive and socioemotional. Cognitive development refers to a child's thinking abilities, including numeracy, literacy, and problem-solving skills. Socioemotional development includes a child's ability to interact with others, regulate emotions, and understand the feelings of others. The research found that improving the quality of classroom environments and teacher-child interactions through play-based learning had a positive effect on both types of development. Most programs included teacher training, and some provided resources such as play materials and guides. Two of the programs also offered monthly stipends to teachers who completed training, as many did not earn a regular salary. The success of these programs highlights the importance of both the classroom and the home environment in shaping a child's development. Effective teacher training can reduce burnout and improve the quality of instruction and interactions with students. In Ghana, for example, training encouraged teachers to incorporate children's ideas into lessons and promote problem-solving. Programs that involve parents, such as those in Malawi that included parenting education, had even greater impacts on children's language and social skills. However, the study also found that the quality of implementation matters. Programs with inexperienced staff or challenges in communicating with parents had less success. These findings have important implications for education policy, particularly in achieving Sustainable Development Goal 4.2, which aims to ensure all children have access to quality pre-primary education by 2030. The research underscores the need for trained educators and strategies that engage families, especially in areas with limited resources. By focusing on both the classroom and the home, policymakers can help ensure that children are well-prepared for the challenges of primary school and beyond.