1. Multiple Indicator Cluster Surveys Data 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 be properly fed To drink safe water To learn To participate To play To be protected from illnesses What we measure we treasure!

5. (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. 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. 8 Step 2: Data Interpretation - Start with obvious

9. 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 Percentage of children age 36-59 months who are attending some form of organized early childhood education programme, Country, Year Percentage of children age 36-59 months currently attending early childhood education [1] Number of children aged 36- 59 months SexMale40.7655 Female46.6751 AreaUrban56.6763 Rural28.7644 Age of child36-47 months38.6663 48-59 months48.5743 Mother's education Primary20.8185 Secondary40.2866 Higher/High66.5346 Wealth index quintiles Poorest21.9240 Second26.7333 Middle43.5297 Fourth50.1256 Richest77.7280 Total 43.8 1406 [1] Indicator 6.7

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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. 14 Table CD2: Support for learning Percentage of children age 36-59 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 SexMale95.5 82.3 5.62.87.1655 Female94.974.25.62.46.5751 AreaUrban95.876.05.62.79.1763 Rural94.480.45.52.44.1644 Age36-47 months95.077.45.62.64.7663 48-59 months95.378.55.62.68.6743 Mother's educationNone 76.5 62.74.52.120.510 Primary85.860.05.01.813.6185 Secondary96.881.15.72.65.8866 Higher/High96.680.25.72.95.2346 Father's educationNone 100.0 32.35.4.3.03 Primary87.366.35.11.9.0186 Secondary95.984.35.62.7.0855 Higher/High98.287.95.73.5.0268 Father not in household 95.317.65.4.4100.095 Wealth index quintiles Poorest84.162.25.01.910.9240 Second97.082.35.72.82.1333 Middle98.780.35.72.48.2297 Fourth96.878.35.72.78.8256 Richest97.283.75.72.95.4280 Total 95.278.0 5.62.66.81406 [1] MICS indicator 6.1 [2] MICS indicator 6.2

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

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 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 SexMale6.21.025.360.966.052.63216 Female6.51.520.660.764.650.53081 AreaUrban 13.0 2.817.480.664.560.51841 Rural3.6.625.352.665.647.84456 Age0-23 months1.7.312.648.846.336.12463 24-59 months9.41.829.668.577.661.43834 Mother's education None2.0.424.952.966.948.34207 Primary4.0.125.470.666.458.4781 Secondary21.84.715.280.559.657.91309 Wealth index quintiles Poorest.7.124.632.566.935.91294 Second1.9.125.444.763.943.31159 Middle1.2.028.061.665.455.21197 Fourth4.7.723.077.469.062.01438 Richest23.95.413.886.160.560.11208 Total 6.4 1.223.060.865.3 51.5 6297 [1] MICS indicator 6.3 [2] MICS indicator 6.4

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

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 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] SexMale6.48.913.23216 Female6.211.415.23081 AreaUrban3.55.67.71841 Rural7.512.016.84456 Age0-23 3.6 5.58.12463 24-598.013.118.13834 Mother's educationNone7.011.215.64207 Primary5.510.314.1781 Secondary4.46.89.61309 Wealth index quintilesPoorest6.712.416.81294 Second9.614.020.01159 Middle6.511.815.51197 Fourth5.98.211.91438 Richest3.04.87.21208 Total 6.310.214.2 6297 [1] MICS indicator 6.5

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. 22 Table CD.5: Early Child Development Index Percentage of children age 36-59 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 36-59 months who are developmentally on track for indicated domains Early child development index score [1] Number of children age 36-59 months Literacy-numeracyPhysicalSocial-EmotionalLearning SexMale30.699.892.998.893.9655 Female31.899.895.398.894.7751 AreaUrban37.799.995.198.994.8763 Rural 23.5 99.793.298.793.7644 Age36-47 months14.999.794.398.893.7663 48-59 months45.899.994.198.994.9743 Preschool attendanceAttending preschool 39.999.996.398.996.5617 Not attending preschool 24.4 99.892.598.892.6790 Mother's educationNone8.1100.087.2100.087.210 Primary10.899.085.197.683.7185 Secondary34.499.995.199.496.0866 Higher/High34.9100.097.098.096.0346 Wealth index quintilesPoorest19.599.789.498.488.3240 Second24.899.894.898.594.8333 Middle33.4100.095.299.797.1297 Fourth37.499.893.499.595.0256 Richest41.099.897.298.195.3280 Total 31.2 99.894.298.8 94.3 1406 [1] MICS indicator 6.5

23. 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