Multiple Indicator Cluster Surveys Data dissemination and further analysis workshop

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