Kabul, Kandahar, Faryab, Sar-e-pol

Afghanistan | 2015 | Save the Children

This dataset includes information from 2,627 children and caregivers in Kabul, Kandahar, Faryab, and Sar-e-pol Provinces in Afghanistan. These data were collected as part of a national monitoring study of children's early learning and development within the country.

Explore the Data: IDELA Domains and Equity

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

There was a large range in children’s scores but the most common was 21-30% correct on the total IDELA score.

Distribution of children’s ages

Most children in the sample were five years old. Age was significantly related to total IDELA score.

Average IDELA scores by child’s age

On average, one additional year of age was associated with an additional 10 percentage points correct in overall IDELA score.

Distribution of children’s gender

58% of children in the sample were female. There were no significant gender differences on the total 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, 28% of caregivers reported that they engaged in no learning activities with their children, and 48% reported engaging in four or more types of learning activities.

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

There was a positive significant relationship between total types of home learning activities and overall IDELA score. One additional activity was associated with two percentage point increase in overall 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?

Overall, 2% of caregivers reported that they had no types of learning materials for their children at home, and 84% reported owning four or more types of learning materials.

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

There was a positive significant relationship between total types of home learning activities and overall IDELA score. One additional type of material was associated with a three percentage point increase in overall 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?

Only 1% of caregivers reported owning no common home possessions, and 61% reported owning four or more types of home possessions.

Do children from wealthier families have stronger early learning and developmental outcomes?

There was a positive significant relationship between total types of home possessions and overall IDELA score. One additional possession was associated with a three percentage point increase in overall IDELA score.