PROGRAM EVALUATION AÇEV HAMBURG-FEBRUARY 2007

‘AÇEP’: Mother-Child Education Program Beneficiaries:  200,000 mothers and children in 78 provinces of Turkey  900 teachers trained  Yearly target 45,000 mothers and children Aim of Program: To empower mothers by supporting them in their parenting roles and providing the tools necessary for fostering the cognitive development of their children before they enter school. Target Group: Socio-economically disadvantaged mothers of 6 year olds who do not go to preschool. Main Components and Duration:  Mother Support Program—25 weeks-long Implemented in the form of weekly 3 hour group discussion meetings, facilitated by an ACEV trained group leader  Cognitive Training Program (for the child)—25 weeks-long Implemented at home daily by mother and child using worksheets, storybooks and other materials  Home visits—3-4 times during the 25 weeks Conducted by group leader to ensure quality and provide one-on-one support to mother at home AÇEV’s scientifically-proven, home-based, low-cost preschool and parent education program implemented since 1993

OVÇEP: Preschool Parent-Child Education Program Beneficiaries:  18,000 mothers and children in 26 provinces of Turkey  102 teachers trained  Yearly target 5,000 mothers and children Aim of Program: To support the preschooler’s literacy and numeracy skills and to ensure the educational support provided to the child is continuous and complementary, through strengthening the school-family collaboration. Target Group: Children attending state-run preschools and their parents. Main Components and Duration:  Cognitive Training Program (for the classroom)—28 weeks-long Implemented in class daily by teacher and preschoolers using worksheets, storybooks and other materials  Cognitive Training Program (for the home)—25 weeks-long Implemented in the home daily by the parent and the child using a second set of worksheets, storybooks and other materials  Parent Support Program—9 sessions Implemented in the form of monthly 3 hour group discussion meetings, facilitated by the ACEV trained preschool teacher AÇEV’s scientifically-proven, center-based preschool education program which brings the preschool and the parent together, implemented since 1999

Why do we evaluate our programs? to evaluate how far the program has achieved its goals. to determine the short and long term impacts of the program. to have regular recording and monitoring system in order to gather information from the field which we implement the program.

Ongoing Evaluation Data Collected From Data Collected By TargetInstrumentAim MotherTrainerMotherPre-Post Evaluation Forms Home Visit Observation Form To obtain information from the participant mothers’, how they perceive and evaluate the program, If the program information has been received by the mothers, to see the impact of the program on them. TrainerObserverTrainerGroup meeting evaluation form To evaluate how efficient the program is implemented by the group leader. ChildTrainerChildCEP Evaluation Form To measure the cognitive impact of the program on children. TrainerProgramTrainer Evaluation Form To evaluate the program by trainer’s perspective. To obtain teacher’s suggestions about the program.

Ongoing Evaluation We evaluate all the participant mothers per year. We use pluralistic perspective evaluation (Group leader, Mother, Child) Qualitative ve quantitative research methods used together All componants of the program is evaluated (Group meetings, Cognitive training program implementation, Home visits)

Impact Evaluation Effects on children Pre-literacy and pre-numeracy skills Environmental differences Gender differences School success Teachers’ perception of the child Effects on mother child interaction Effects on mothers

Impact Evaluation Data Collected From InstrumentAim Mother The Self Esteem scale The Woman’s Status in the Family scale The Mother’s Perception of the Child scale To evaluate the effects on mothers Child Pre-literacy Skills, Pre-numeracy skills instrument Pictorial Scale on Perceived Competence and Acceptance for Young Children (Harter) To evaluate the effects on children Teacher Teachers Evaluation of the Child’s Cognitive Skills scale Teachers’ Evaluation of the Child’s Personality Characteristics scale To evaluate the effects on children’s school success To assess the teachers’ perception of child

Impact Evaluation Quasi experimental design is used. The duration for preparation phase of the research took nearly 1 year. Short and long term impacts have been assessed. Sample was constituted of 177 children (85 experiment group, 92 control group) Control group was matched with the experimental group on certain characteristics. Research has been carried out in four different regions, in four different provinces. Pluralistic perspective evaluation has been carried out (mother, teacher, child) Trainer seminars are also regularly evaluated per year.

MOTHER- TRAINED NON- TRAINED AT THE BEGINING OF MOCEP PRE-LITERACY and PRE-NUMERACY SKILLS INSTRUMENT SELF CONCEPT MOTHER INTERVIEW AT THE END OF MOCEP PRE-LITERACY and PRE-NUMERACY SKILLS INSTRUMENT SELF CONCEPT MOTHER INTERVIEW AT THE END OF PRIMARY SCHOOL LITERACY and NUMERACY SKILLS INSTRUMENT SELF CONCEPT MOTHER INTERVIEW TEACHER INTERVIEW DESIGN OF THE EVALUATION RESEARCH

LIST OF SKILLS IN BOTH INSTRUMENTS Pre Literacy Skills –Visual Recognition –Visual Discrimination –Sequential Knowledge –Ability to follow verbal direction –Pencil Control –Capacity to copy letter –Visual attention –Recognition of letter –Visual retrieval –Syntax memory –Spatial concepts –Knowledge of prepositions –Visual memory –Discrimination by category –Listening comprehension Pre Numeracy Skills –Recognition of Shapes –Counting –Visual Matching –Awareness of Correspondence –Auditory attention –Visual Counting –Sequential Counting –Knowledge of numbers –Visual Recognition and Discrimination of numbers –Addition –Subtraction

EFFECTS OF MOTHER CHILD EDUCATION PROGRAM At The End of The Program

CHANGE IN PRE LITERACY AND PRE NUMERACY SKILLS

CHANGE IN PRE-LITERACY AND PRE-NUMERACY SCORES ACCORDING TO ENVIRONMENTAL STIMULATION

CHANGE SCORES PRE-LITERACY PRE-NUMERACY GIRLS BOYS SEX DIFFERENCES IN THE MOTHER-TRAINED GROUP

CHANGE SCORES PRE-LITERACYPRE-NUMERACY GIRLS BOYS SEX DIFFERENCES FOR THE NON-TRAINED GROUP

EFFECTS OF MOTHER CHILD EDUCATION PROGRAM At The End of Primary School

LITERACY AND NUMERACY SKILLS

PASSING GRADES

STIMULATING ENVIRONMENT NON-STIMULATING ENVIRONMENT LITERACYNUMERACYLITERACYNUMERACY MOTHER-TRAINEDNON-TRAINED MEAN SCORES DIFFERENCES ACCORDING TO ENVIRONMENTAL STIMULATION INDEX

SUITABLE ENVIRONMENT NON SUITABLE ENVIRONMENT LITERACYNUMERACYLITERACYNUMERACY MOTHER-TRAINEDNON-TRAINED MEAN SCORES DIFFERENCES ACCORDING TO STUDY ENVIRONMENT AT HOME

NOVDECJANFEBMARAPR TRAINEDNON-TRAINED NUMBER OF CHILDREN DATE CHILD BEGAN TO READ

72% MOTHER-TRAINEDNON-TRAINED NOT READY 28% NOT READY 0% READY 100% SCHOOL READINESS OF CHILD ACCORDING TO MOTHER

MOTHER-TRAINEDNON-TRAINED YES 89% NO 11% NO 41% YES 59% MOTHER SHOWED AN EXTRA EFFORT FOR HER CHILD’S SUCCESS AT SCHOOL

COGNITIVESOCIAL MOTHER-TRAINEDNON-TRAINED MEANS TEACHERS EVALUATION on SCHOOL READINESS

APPROPRIATE BEHAVIORS ATTENTIVECREATIVECURIOUS MOTHER-TRAINEDNON-TRAINED MEANS TEACHER’S EVALUATION OF CHILDREN

ACCORDING TO MOTHER ACCORDING TO TEACHER ATTENDANCE AT SCHOOL MEETINGS MOTHER-TRAINED NON-TRAINED MEANS MOTHERS’ INTEREST IN SCHOOLING