Central Tigray Longitudinal Research in Ethiopia (First wave)

Ethiopia | 2018 | Save the Children

This dataset includes data from 653 children and 696 caregivers in Central Tigray, Ethiopia. Data was collected at the beginning of a 10-year longitudinal research project of Sponsorship-funded programming in Ethiopia.

Explore the Data: IDELA Domains and Equity

IDELA Domains and Equity

Average learning and development scores in IDELA domains

On average, children scored 31% correct on the IDELA assessment, and most children scored between 20-40% correct. On average, children got the highest scores in the Motor Domain (40%), the lowest scores in the Emergent Literacy domain (21%).

Distribution of Total IDELA scores

Most children scored between 20-40% correct.

Distribution of children’s ages

Most children in the sample were four or five years old.

Average IDELA scores by child’s age

On average, one additional year was associated with an additional 2.4 percentage points correct in overall IDELA score.

Distribution of children’s gender

The sample comprised 51% boys and 49% girls. There were no differences by sex on Total IDELA.

Home Learning Activities

Caregivers are asked about the types of learning activities they engaged in with their children in the past week. For example, caregivers are asked questions about whether they read stories to their child, taught letters or numbers, and/or sang songs with their child. Home learning activities provide stimulation which can help children reach their full developmental potential.

How many types of learning activities did caregivers engage in with children in the last week?

Over 75% of caregivers reported engaging in at least four types of learning activities with their children, but nearly 10% did not engage in any.

Do children with more types of learning activities in the home have stronger early learning and development?

We find a significant relationship between learning activities and Total IDELA. For each additional learning activity, we predict a .7 percentage point increase in Total IDELA.

Learning Materials in the Home

Caregivers were asked about the types of reading materials and toys they had in the home. For example, caregivers were asked if they had storybooks, puzzles, and/or toys that children could practice counting with. Toys and reading material provide a stimulating environment for children to explore, which can help boost early learning and development.

How many types of reading materials and toys do children have at home?

Most caregivers reported having a rich learning environment with more than four different types of learning materials in the home. However, 6% of caregivers reported owning no types of learning materials.

Do children with more types of learning materials have stronger early learning and development?

More learning materials was associated with higher Total IDELA scores. For each additional learning material, we predict a 0.6 percentage point increase in Total IDELA score.

Wealth

Caregivers are asked about the types of possessions that they own. The exact types of possessions asked about is contextual. For example, caregivers may be asked if they have a mobile phone, a bicycle, and/or electricity in the home. While not directly impacting early learning and development, children from wealthier families often have more opportunities.

How many types of possessions do families own?

Most caregivers reported owning 1-3 types of common home possessions.

Do children from wealthier families have stronger early learning and developmental outcomes?

Household wealth was significantly associated with Total IDELA score. For each additional type of home possession, we predict a 1.2 percentage point increase in Total IDELA score.