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

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)

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

I have the rights! The right to a name and nationality To be properly fed To drink safe water To learn To participate To play To be protected from illnesses What we measure we treasure!

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

6 Step 1: Check Data Quality

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

Attendance to ECE Definition: Number of children age months who are attending an early childhood education programme / Total number of children age 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

Table CD.1: Early childhood education Percentage of children age months who are attending some form of organized early childhood education programme, Country, Year Percentage of children age months currently attending early childhood education [1] Number of children aged months SexMale Female AreaUrban Rural Age of child36-47 months months Mother's education Primary Secondary Higher/High Wealth index quintiles Poorest Second Middle Fourth Richest Total [1] Indicator 6.7

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Support for Learning Definition: Number of children age 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 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 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 Percentage of children age months with whom an adult household member engaged in activities that promote learning and school readiness during the last three days, Country, Year Percentage of children aged 0-59 monthsMean number of activities Percentage of children not living with their natural father Number of children aged 0-59 months With whom adult household members engaged in four or more activities [1] With whom the father engaged in one or more activities [2] Any adult household member engaged with the child The father engaged with the child SexMale Female AreaUrban Rural Age36-47 months months Mother's educationNone Primary Secondary Higher/High Father's educationNone Primary Secondary Higher/High Father not in household Wealth index quintiles Poorest Second Middle Fourth Richest Total [1] MICS indicator 6.1 [2] MICS indicator 6.2

Mothers are the households members most likely to engage in early learning activities for children 7

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

Table CD3. Learning materials Percentage of children under age 5 by numbers of children's books present in the household, and by playthings that child plays with, Country, Year Household has for the child:Child plays with: Two or more types of playthings [2] Number of children under age 5 3 or more children's books [1] 10 or more children's booksHomemade toys Toys from a shop/manufactur ed toys Household objects/objects found outside SexMale Female AreaUrban Rural Age0-23 months months Mother's education None Primary Secondary Wealth index quintiles Poorest Second Middle Fourth Richest Total [1] MICS indicator 6.3 [2] MICS indicator 6.4

Children in the richest households are more likely to have books in the home 6

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

Table CD.4: Inadequate care Percentage of children under age 5 left alone or left in the care of other children under the age of 10 years for more than one hour at least once during the past week, Country, Year Percentage of children under age 5 Number of children under age 5 Left alone in the past week Left in the care of another child younger than 10 years of age in the past week Left with inadequate care in the past week [1] SexMale Female AreaUrban Rural Age Mother's educationNone Primary Secondary Wealth index quintilesPoorest Second Middle Fourth Richest Total [1] MICS indicator 6.5

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 months who are developmentally on track in literacy-numeracy, physical, social-emotional, and learning domains / Total number of children age 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 Percentage of children age months who are developmentally on track in literacy-numeracy, physical, social-emotional, and learning domains, and the early child development index score, Country, Year Percentage of children age months who are developmentally on track for indicated domains Early child development index score [1] Number of children age months Literacy-numeracyPhysicalSocial-EmotionalLearning SexMale Female AreaUrban Rural Age36-47 months months Preschool attendanceAttending preschool Not attending preschool Mother's educationNone Primary Secondary Higher/High Wealth index quintilesPoorest Second Middle Fourth Richest Total [1] MICS indicator 6.5

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