This dataset includes data from 1,189 children and caregivers from across the Kingdom of Bhutan. The average age of children was 3.9 years. These data were collected as part of a national study of children's learning and development lead by Save the Children with support from the Ministry of Education, UNICEF, and other local partners.
IDELA Domains and Equity
Average learning and development scores in IDELA domains
On average, children scored 22% correct on the IDELA assessment.
Distribution of Total IDELA scores
There was a large range in children’s skill, but the most common score on the overall assessment was 0-10% correct.
Distribution of children’s ages
Most children in the sample were four years old.
Average IDELA scores by child’s age
On average, one additional year of age was associated with an additional six percentage points correct in overall IDELA score.
Distribution of children’s gender
50% of children in the sample were female. There were no significant differences in children’s skills by gender 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 sung 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, only one percent of caregivers reported that they did not engage in any home learning activities with their children, and 86% reported engaging in 4+ types of learning activities.
Do children who engage in more types of learning activities have stronger early learning and development?
The number of home learning activity types was significantly positively related to a child’s total IDELA score. One additional activity was related to a two percentage point increase in 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, only one percent of caregivers reported that they had no learning materials at home for children, and 85% reported having four or more types of learning materials.
Do children with more types of learning materials have stronger early learning and development?
The number of types of home learning materials was significantly positively related to a children’s total IDELA score. One additional home learning material was related to a one percentage point increase in IDELA score.
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?
The majority of parents (75%) reported owning four or more common home possessions.
Do children from wealthier families have stronger early learning and developmental outcomes?
Owning more home possessions was significantly positively related to total IDELA score. One more home possession was related to a two percentage point increase in total IDELA score.