Cochabamba

Bolivia | 2016 | Save the Children

This dataset includes data from 477 children and caregivers in the Cochabamba area of Bolivia. Children were 4.7 years old on average. These data were collected as part of a baseline evaluation of children attending different types of ECCD programs conducted by Save the Children.

Explore the Data: IDELA Domains and Equity

IDELA Domains and Equity

Average learning and development scores in IDELA domains

On average, children scored 45% correct on the IDELA assessment.

Distribution of Total IDELA scores

There was a large range in children’s scores, but the most common score was 41-50% correct overall on the assessment.

Distribution of children’s ages

Most children in the sample were five 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 11 percentage points correct in overall IDELA score.

Distribution of children’s gender

49% of children in the sample were female. There was no significant difference between boys’ and girls’ scores on the overall 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?

Overall, 23% of caregivers reported that they engaged in no learning activities with their children, and 49% reported engaging in four or more types of learning activities. There was no significant relationship between number of home learning activity types and total IDELA score in this 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, 16% of caregivers reported that they had no learning materials for their children at home, and 72% reported owning four or more types of learning materials. There was no significant relationship between number of home learning material types and total IDELA score in this dataset.

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?

Overall, 17% of caregivers reported that they owned no common home possessions, and 45% reported owning four or more types of common possessions. There was no significant relationship between number of home possessions and total IDELA score in this dataset.