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Multiple Indicator Cluster Surveys Data dissemination and further analysis workshop

Multiple Indicator Cluster Surveys Data dissemination and further analysis workshop. Child Development. Outline. Background Conceptual Framework Step 1: Data quality check Step 2: Describe obvious Step 3: Focus on disparities Step 4: Further analysis (to be discussed tomorrow).

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Multiple Indicator Cluster Surveys Data dissemination and further analysis workshop

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  1. Multiple Indicator Cluster SurveysData dissemination and further analysis workshop Child Development MICS4 Data Dissemination and Further Analysis Workshop

  2. Outline • Background • Conceptual Framework • Step 1: Data quality check • Step 2: Describe obvious • Step 3: Focus on disparities • Step 4: Further analysis (to be discussed tomorrow)

  3. Early Childhood development (ECD): Key Facts • Early childhood, which spans the period to 8 years of age, is critical to a child’s cognitive, social, emotional and physical development. • Many challenges faced by adults, such as mental health issues, obesity, heart disease, criminality, and poor literacy and numeracy, can be traced back to early childhood. • Brain and biological development during the first years of life is highly influenced by an infant’s environment. • Every year, more than 200 million children under five years old fail to reach their full cognitive and social potential. • There are simple and effective ways for families and caregivers to ensure optimal child development

  4. I have the rights! • The right to a name and nationality • To participate • To be properly fed • To play • To drink safe water • To be protected • fromillnesses • To learn Whatwemeasurewetreasure!

  5. Conceptual framework for MICS4 Conceptual framework for MICS4 • (3) Access to basic services • (3) Access to Services: • Attendance to Early Childhood Education • (2) Home environment • (2) Supportive factors: • Support for Learning • Learning Materials: Children’s Books and Playthings • Risk factors: • Inadequate care • (1) Child development (1) Early Childhood Development Index

  6. Step 1: Check Data Quality

  7. Data Quality Check • Check total number of children • Check the missing info/DK • Check the figures: too high? too low? why?

  8. Step 2: Data Interpretation - Start with obvious

  9. Step 3: Data Interpretation – Focus on disparities

  10. Attendance to ECE • Definition: Number of children age 36-59 months who are attending an early childhood education programme / Total number of children age 36-59 months • Benefits for children: improves child’s literacy and numeracy skills & social and emotional development & Enhances school-related achievements • Benefits for caregivers: Allows women to enter the workforce; increases family & family and community cohesion • Benefits for society: Can cut poverty rates, increase GDP and public revenues - opportunity to break the cycle of poverty (cost-benefit ratio 1:2 to 1:17) • Benchmark for the analysis: national standards on ECE

  11. Table CD.1: Early childhood education

  12. Children in the poorest households are less likelyto access early childhood education programmes

  13. Support for Learning • Definition: Number of children age 36-59 months with whom an adult has engaged in four or more activities to promote learning and school readiness in the past 3 days (Number of children age 36-59 months whose father has engaged in one or more activities to promote learning and school readiness in the past 3 days) / Total number of children age 36-59 months • Positive stimulation influences child’s ability to acquire cognitive, emotional and social competencies and is associated with decreased behavioral problems later in life • Benchmark for the analysis: 100% support

  14. Table CD2: Support for learning

  15. Mothers are the households members most likely to engage in early learning activities for children

  16. Learning Materials • Definition: Number of children under age 5 who have three or more children’s books (Number of children under age 5 with two or more playthings) / Total number of children under age 5 • Importance: strong association between availability of books and literacy/numeracy skills (cognitive development) and socio-emotional development

  17. Table CD3. Learning materials

  18. Children in the richest households are more likelyto have books in the home

  19. Inadequate care • Definition: Number of children under age 5 left alone or in the care of another child younger than 10 years of age for more than one hour at least once in the past week / Total number of children under age 5 • Leaving a young child alone or with another young sibling is associated with: • Increased risk of harm and injury • Increased risk of abuse and neglect • Increased mortality • Methodological issue: the definition changed • Benchmark for the analysis: 0% left alone

  20. Table CD.4: Inadequate care

  21. Early Childhood Development Index (ECDI) • A tool to assess several areas of child development: physical, social/emotional, literacy/numeracy (cognitive), learning • Definition: Number of children age 36-59 months who are developmentally on track in literacy-numeracy, physical, social-emotional, and learning domains / Total number of children age 36-59 months • Provides a snapshot of (or a window into) the child’s developmental status at the time of measurement • Can be used to measure outcomes of ECD, nutrition or health interventions • ECDI needs to be put in context of other variables available from MICS and other sources

  22. Table CD.5: Early Child Development Index

  23. Story line • Step 1: Check data quality • Step 2: Describe the averages • Step 3: Focus on disparities • Step 4: Further analysis Home environment Attendance to ECE Young Child Development

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