Quang Nam and Yen Bai

Vietnam | 2016 | Save the Children

This data set includes data from 298 children and caregivers in Quang Nam and Yen Bai districts of Vietnam. The average age of children was 4.17. This data was collected in 2016 as a part of a baseline assessment of an implementation of Save the Children's Early Literacy & Math program.

Explore the Data: IDELA Domains and Equity

IDELA Domains and Equity

Average learning and development scores in IDELA domains

On average, children scored 33% correct on the IDELA assessment.

Distribution of Total IDELA scores

While some children showed mastery of early learning and development skills, half of all children scored between 21-40% correct.

Distribution of children’s ages

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

Average IDELA scores by child’s age

IDELA scores were strongly related to age. On average, one additional year was associated with an additional 14 percentage points correct in overall IDELA score.

Distribution of children’s gender

55% of children in the sample were female. There were no significant differences in Total IDELA scores by gender.

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?

Most caregivers (73%) engaged in four or more types of learning activities with their children within the last week. A large minority (27%) reported that they had done fewer than four types of learning activities with their child in the last week.

Do children who engage in more types of learning activities have stronger early learning and development?

We observe a strong positive relationship with IDELA scores. An additional type of learning activity was associated with a 1.2 percentage point higher IDELA score.

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?

Most children (84%) had at least 4 types of reading materials and toys in the home. A small number (2% of children) had no reading materials or toys at all in the home.

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

We observe a significant positive relationship between Total IDELA score and the number of learning materials available in the home. An additional type of learning activity was associated with a 1.2 percentage point higher 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 possessions, but many (46%) reported owning 4 or more types of common possessions. While we often observe a relationship between wealth and IDELA scores, we observe no significant relationship in this data set.