This data set includes data from 500 children in North-East Syria. The average child was about 5 years old. Data was collected as part of a baseline of Emergent Literacy and Math (ELM) and ELM at Home in NE Syria and seeks to understand how ELM supports the development of emergent literacy, emergent math, gross and fine motor, and social & emotional skills among young refugee children in NE Syria.
IDELA Domains and Equity
Average learning and development scores in IDELA domains
On average, children scored 37% correct on the IDELA assessment.
Distribution of total IDELA scores
The distribution was somewhat normal with 21-30% correct being the most common score range.
Distribution of children’s ages
A majority of the sample was four or five years old, with only 18 percent of children in the sample being six years old.
Average IDELA scores by child’s age
On average, one additional year of age was associated with an additional 18 percentage points correct in overall IDELA score.
Distribution of children’s gender
53% of children in the sample were girls. There were no statistically or practically meaningful differences in IDELA scores for boys versus girls
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 if they read stories to their children, taught them letters or numbers, or sung songs with their child. Home Learning Activities provide stimulation which can help children’s brains develop and children reach their developmental potential.
How many types of learning activities did caregivers engage in with children in the last week?
The majority of caregivers reported engaging in more than four types of learning activities with their children.
Do children who engage in more learning activities have stronger early learning and development?
Home learning activities were not associated with overall 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 toys that children can practice counting with. Toys and reading material provide a stimulating environment for children to explore, which can help boost learning and development and help reach their potential.
How many reading materials and toys do children have at home?
The majority of caregivers reported owning at least 4 types of reading materials or toys but having learning materials at home was not associated with overall IDELA scores.
Do children with more learning materials in the home have stronger early learning and development?
Caregivers are asked about the types of possessions that they own: the type of possessions are contextual. For example, caregivers are asked if they have a mobile phone, a bicycle, and electricity in the home. While not directly impacting development, children from wealthier families often have more opportunities to develop.
How many types of possessions do families own?
On average, 58% of caregivers reported owning one to three types of common household possessions, and 26% owned more than four possessions.
Do children from wealthier families have better early learning and development?
This measurement of wealth was not significantly associated with overall IDELA score.