This dataset includes data from 381 children and caregivers from the Narathiwat District in southern Thailand. Narathiwat is located on the Thai border with Malaysia and has a Muslim majority. This area has experienced high levels of violence between Muslim and Buddhist communities during the past decade. These data were collected as part of a baseline evaluation for Save the Children UK's First Read project. Children were assessed in both Thai and Pattani-Malay but only Thai score are shown here.
IDELA Domains and Equity
Average learning and development scores in IDELA domains
On average, children scored 27% correct on the IDELA assessment.
Distribution of Total IDELA scores
There was a large range in scores but the most common overall IDELA scores were 21-30% correct.
Distribution of children’s ages
Most children in the sample were four years old.
Average IDELA scores by child’s age
Age was significantly related to the overall IDELA score. On average, one additional year of age was associated with an additional nine percentage points correct in overall IDELA score.
Distribution of children’s gender
52% of children in the sample were female. There were no significant gender differences on the overall IDELA score.
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?
Overall, only 1% of caregivers reported that they did not engage in any learning activities with their children, and 90% reported engaging in four or more types of learning activities. There was no significant relationship between the number of home learning activity types and overall IDELA scores in the dataset.
Learning Materials in the Home
Caregivers are asked about the types of reading materials and toys they have in the home. For example, caregivers are asked if they have storybooks, puzzles, and/or toys that children can 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?
Overall, none of caregivers interviewed reported that they did not own any learning materials for their children, and 86% reported owning in four or more types of learning materials.
Do children with more types of learning materials have stronger early learning and development?
The number of home learning material types was significantly related to overall IDELA score in this dataset. Each additional home learning material type was related to a one percentage point increase in IDELA score.
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?
None of the caregivers in this sample reported not owning any common home possessions.
Do children from wealthier families have stronger early learning and developmental outcomes?
The number of home possessions was significantly related to overall IDELA score in this dataset. Each additional home learning material type was related to a two percentage point increase in IDELA score.