欧美日b大片

  1. Who We Are
  2. News
Events
Workshop on Early Childhood Development Measurement for Preschool Children
May 27-28, 2015Washington, D.C., U.S.A.
As a sequel to the Strategic Impact Evaluation Fund Workshop on “Early Childhood Development and Nutrition Measurement during the First 1,000 Days”—February 4-5, 2015, fifty experts in early childhood development and nutrition gathered to discuss experiences and challenges measuring early childhood development and nutrition outcomes for children aged 3-6. Further details, including copies of presentations, are below.

This one and a half day event was organized by the Strategic Impact Evaluation Fund at the World Bank.  Lead researchers in the field of nutrition and early childhood development were invited to discuss ways of measuring nutrition and child development outcomes, to share common patterns of variation and to brainstorm about what works.  Particular emphasis was given to domains and instrument choice in the context of the intervention and setting, and trade-offs in terms of fieldwork administration and logistics.  The two key workshop objectives were: (1)  To share experiences and challenges measuring nutrition and early childhood development outcomes for children 3 to 6 years old, and (2) To discuss future directions for measuring early childhood development outcomes.

Session 1: Measuring Early Childhood Development Final Outcomes – Overview

  •  |
    (Patricia Kariger, UC Berkeley)
    Discussion of developmental progress including: cognitive skills, executive function, language/literacy, numeracy and math, fine motor, and socio-emotional skills; Risks and protective factors for the preschool brain; What to measure and how? Examples of measurement in low- and middle-income countries: Case study—Protection of Early Childhood Development in Malawi

Session 2: Measuring Early Childhood Development Final Outcomes: Domains – Part 1

  •  |
    (Sally Brinkman, University of Western Australia)
    Selecting instruments for cognitive and linguistic testing; Thinking about scale-up to imbed the instrument into population wide systematic collection; Case study—Tonga, the second country in the world to monitor child development countrywide
  •  |
    (Abbie Raikes, UNESCO)
    What is executive function and why it matters? Tips for measuring executive function, including discussion of cultural adaptation
  •  |
    (Patricia Kariger, UC Berkeley & Abbie Raikes, UNESCO)
    Concepts of socio-emotional development; Why measure socio-emotional development? What can be measured directly? What can be measured by parent/teacher reporting?

Session 3: Measuring Early Childhood Development Final Outcomes: Domains – Part 2

  •  |
    (Ivelina Borisova, Save the Children)
    What is the “International Development and Learning Assessment,” what does it measure, and how reliable is it?
  •  |
    (Amanda Devercelli, World Bank & Abbie Raikes, UNESCO & Kate Anderson, Center for Universal Education at the Brookings Institution)
    Goals of “Measuring Early Learning Quality and Outcomes” instruments; What do the instruments cover? Key design features, process, and research questions

Session 4: Measuring Intermediate Outcomes for Early Childhood Development

  •  |
    (Larry Aber, NYU)
    “Teacher Instructional Practices and Processes System” concepts, usage, and training; Ways of gathering observational data on the classroom
  •  |
    (Ivelina Borisova, Save the Children)
    Global monitoring of quality using Save the Children’s “Quality Learning Environment Framework;” Where and why should we use the “Early Childhood Environment Rating Scale?”
  •  |
    (Florencia Lopez Boo, Inter-American Development Bank) 
    Why quality is important? Why and how quality should be measured? What instruments should be used for quality measurements?
Event Details
  • Date: May 27-28, 2015
  • Location: Washington, D.C., U.S.A.
RELATED