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Every day. In times of crisis. For our future.
Sara Poehlman, Senior Director ECCD
Quality Preschool Packages: Ensuring Outcomes & Equity
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• We work in over 75 countries around the globe • We reach directly close to 2 million children per year and we
indirectly touch the lives of over 10 million children • We support a wide range of programs - Home based,
Community-based, School-based, Parent Education, Intensive Summer Programs, among others
Save the Children’s Global ECCD Portfolio
Contents & Questions
• What does preschool quality mean? • What scaffolding is needed to create quality? • Where are children’s skills? • What gains do parents support most? • How do we impact on environment & equity? • How do we achieve big for children?
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What does preschool quality mean?
High correlation between quality of learning environment (ECERS) and IDELA emergent numeracy and literacy scores, Rwanda 2014
0%
10%
20%
30%
40%
50%
60%
70%
80%
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
1 2 3 4 5
ECERS
center average emergent numeracyscore
center average emergent literacyscore
What about home environments?
58%
45%
63%
36%
55% 55%
60%
44% 53%
39%
60%
31%
48% 48%
55%
39%
30%
40%
50%
60%
70%
Bangladesh Ethiopia Bangladesh Ethiopia Bangladesh Ethiopia Bangladesh Ethiopia
Early literacy Early math Socio-emotional Overall IDELA
4+ learning activities at home Less than 4 learning activities at home
Quality Environments and Child Outcomes
Development and early learning outcomes
Quality early learning
environment
Quality Preschool Package
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Getting Started
Analyze
Mobilize Environment
Training
Teaching Assess
Enhance
Scale
Quality Preschool Package
• Review & synthesis of +300 programming documents • ‘How to’ of preschool programming • Scaffolding – Find the entry point • Consider children holistically • Maximize adult engagement • Build programs on evidence • Support transitions • Start where you are and think big
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Sample School Readiness Across Countries: IDELA as Grade 1 Baseline
36% 32% 36% 27% 23%
37% 39% 36% 28%
49%
11%
31%
0%
20%
40%
60%
80%
100%
Bangladesh Bhutan Mozambique Pakistan Rwanda Zambia
Average Language & Emergent Literacy Score Average Emergent Math Score
Build Knowledge on Children’s Skills
10
30 38
24
40
7
50
5
20 16
0
20
40
60
80
100
LetterKnowledge
Know howto hold/open
book
Canrecognize a
singlenumber
Can identifyan object ofcircle shape
Cancomplete a
puzzle
% C
orre
ct India
Rwanda
Parent Engagement Matters
29% 28% 31% 46%
22% 21% 22%
21%
26% 22% 28% 42%
24% 23%
20%
20%
0%
20%
40%
60%
80%
100%
ELMI Centre ELMI Parenting ELMI Centre ELMI Parenting ELMI Centre ELMI Parenting ELMI Centre ELMI Parenting
Socioemotional Emergent Literacy Emergent Numeracy Total IDELA Score
Figure 13. Average baseline and gain scores for children in the ELMI Center group and ELMI Parenting group with 4+ learning activities at home at endline
ELMI Centre Baseline ELMI Centre Gain ELMI Parenting Baseline ELMI Parenting Gain
Preschool affects parent engagement
35%
9% 12% 16%
6%
34%
10% 5% 50%
36% 33% 47%
-10%
14% 13%
-9%
-20%
0%
20%
40%
60%
80%
100%
ELMI Centre ELMI Parenting ECCD control Non-ECCD control ELMI Centre ELMI Parenting ECCD control Non-ECCD control
Learning activities at home Play activities at home
Figure 11. Baseline and gains in learning and playing activities at home, by intervention group
Learning activities baseline Learning activities gain Play activities baseline Play activities gain
Environments Matter
Environment & Interactions = Outcomes
22.8%
37.2% 35.2%
20.6% 29.4% 28.3%
2.7% 1.8%
13.7%
13.8%
43.7% 48.6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Comparison Basic ECD High Quality ECD Comparison Basic ECD High Quality ECD
Language Math
Evaluation data from Ethiopia
High Quality ECD
Basic ECD
Comparison
No ECD
Assess for Equity
30 32 34 36 37
47 46 44 42 40
0
20
40
60
80
100
Poorestquitile
Quintile 2 Quintile 3 Quintile 4 RichestQuintile
Ethiopia: Average IDELA gains, by SES quintile
GainBaseline
Leverage the equalizing power of preschool
36%
61% 58% 53%
22%
42% 47%
37%
0%
20%
40%
60%
80%
100%
Early literacy Early math Socio-emotional Overall IDELA
% C
orre
ct
Boys-Pakistan Girls-Pakistan
Enhance
Build programs for progress
34% 24%
16%
39%
61%
37% 31%
57%
0%
20%
40%
60%
80%
100%
Motor Early literacy Early math Socio-emotional
% C
orre
ct
Zambia: Baseline subscale averages by age
Age 3Age 5
Talking & Listening
Understanding Print
Knowing what books are
Knowing about the alphabet
Understanding sounds and words
ABC
Numbers & Counting
Patterns Sorting &
Classification Comparison & Measurement
Geometry
123
Build for sustained gains: Rwanda
27% 20%
28% 31% 26% 34%
22%
21%
33% 21%
18%
26%
0%
20%
40%
60%
80%
100%
ELMI Center(N=74)
ELMI Parenting(N=167)
Grade 1 (N=225) ELMI Center(N=74)
ELMI Parenting(N=167)
Grade 1 (N=225)
Literacy Numeracy
Figure 9. Average baseline and gain scores, by group
Gain
Baseline
Mozambique: Scaling from the ground up
Results for Children
US$29.1 per child / 1 year preschool Source: The Promise of Preschool in Africa: a Randomized Impact of Early Childhood Development in Rural Mozambique
24% more likely to enroll in primary school
7.2 additional hours/wk on
learning activities
40% stunting
87% increase in the cognitive
domain scores; strong results
motor and emotional
development
Language development
Results for Families
6% increase 10-15 year-olds going to school
Caregivers 37% more
likely to work
Instances of physical
punishment – 46% drop vs.
control
Quality Preschools & Quality Systems
Expand access to quality ECD + build foundations for national
ECD system
Quality Preschool Package: Putting together all the instruments
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