This data set includes data from 98 children and caregivers from five early childhood development centers in the Maradi Region of Niger. These five ECD centers participated in Emergent Literacy and Math (ELM) activities as part as Save the Children Sponsorship programming. The average age of children was 5.2.
IDELA Domains and Equity
Average learning and development scores in IDELA domains
On average, children scored 47% correct on the IDELA assessment.
Distribution of total IDELA scores
More than 40% of the children scored above 50%. However, nearly one in ten students scored below 30%
Distribution of children’s ages
Most children in the sample were 5 years old. We find no significant relationship between a child’s age and their IDELA score.
Distribution of children’s gender
49% of children in the sample were female. We find no significant relationship between child’s gender and their 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 potentia
How many types of learning activities did caregivers engage in with children in the last week?
While a majority of children came from families who reported a high number of learning activities, 10% of the caregivers reported engaging in zero learning activities with their children. We find no statistical relationship between home learning activities and IDELA scores.
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 reading materials and toys do children have at home?
While 40% of the caregivers reported having 4 or more types of learning materials in their home, 60% of the sample has less than 3 reading materials and toys. We observe no significant differences in IDELA scores by number of reading materials.
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?
While a majority of children came from households that have between 1 and 3 home possessions, one in ten children have zero home possessions. Somewhat unusually, we find no significant relationship between the number of possessions and the IDELA scores.