A presentation by David Bravo as part of Impacts of Inequality on Children's Well-being panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Christian Morabito as part of Impacts of Inequality on Children's Well-being panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Linda Adair as part of the Comparability of Measurement Instruments Across Ages and Contexts panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Jane Waldfogel as part of the Comparability of Measurement Instruments Across Ages and Contexts panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Jo Boyden and Abhijeet Singh as part of the Childhood Risk and Resilience panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Shane Norris as part of the Innovations in Design and Measurement panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Maureen Samms-Vaughn as part of the Childhood Risk and Resilience panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Christian Morabito as part of Impacts of Inequality on Children's Well-being panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Linda Adair as part of the Comparability of Measurement Instruments Across Ages and Contexts panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Jane Waldfogel as part of the Comparability of Measurement Instruments Across Ages and Contexts panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Jo Boyden and Abhijeet Singh as part of the Childhood Risk and Resilience panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Shane Norris as part of the Innovations in Design and Measurement panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Maureen Samms-Vaughn as part of the Childhood Risk and Resilience panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Virginia Morrow as part of the Practicalities of Cohort and Longitudinal Research panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Maureen Samms-Vaughn as part of the Cohort Research for Programme and Policy panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Linda Adair as part of the Childhood Risk and Resilience panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Osman Sankoh as part of the Innovations in design and measurement panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Susan Luczak as part of the Childhood Risk and Resilience panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Paul Hewett as part of the Comparability of Measurement Instruments Across Ages and Contexts panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
You Geaux Girl! Internet based Pregnancy Prevention in New OrleansYTH
Jakevia Green at Tulane University presented the results of a clinical trial of the BUtiful program - Be yoU! Talented Informed Fearless Uncompromised and Loved- a social media pregnancy prevention program for New Orleans women.
Child survival strategies- interventions that lead to a childhood mortality reduction in line with the SDG(in children under 5)
The proposed SDG target for child mortality aims to end, by 2030, preventable deaths of newborns and children under 5 years of age, with all countries aiming to reduce neonatal mortality to at least as low as 12 deaths per 1,000 live births and under-5 mortality to at least as low as 25 deaths per 1,000 live births.
the recent data on child mortality are well covered.
follow the GOBIFF for seurity of the future.
Putting well being metrics into policy action, Dominic RichardsonStatsCommunications
Putting Well-being Metrics into Policy Action, 3-4 October 2019, Paris, France. More information at: http://www.oecd.org/statistics/putting-well-being-metrics-into-policy-action.htm
A presentation by Virginia Morrow as part of the Practicalities of Cohort and Longitudinal Research panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Maureen Samms-Vaughn as part of the Cohort Research for Programme and Policy panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Linda Adair as part of the Childhood Risk and Resilience panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Osman Sankoh as part of the Innovations in design and measurement panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Susan Luczak as part of the Childhood Risk and Resilience panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
A presentation by Paul Hewett as part of the Comparability of Measurement Instruments Across Ages and Contexts panel discussion at the International Symposium on Cohort and Longitudinal Studies in Developing Contexts, UNICEF Office of Research - Innocenti, Florence, Italy 13-15 October 2014
You Geaux Girl! Internet based Pregnancy Prevention in New OrleansYTH
Jakevia Green at Tulane University presented the results of a clinical trial of the BUtiful program - Be yoU! Talented Informed Fearless Uncompromised and Loved- a social media pregnancy prevention program for New Orleans women.
Child survival strategies- interventions that lead to a childhood mortality reduction in line with the SDG(in children under 5)
The proposed SDG target for child mortality aims to end, by 2030, preventable deaths of newborns and children under 5 years of age, with all countries aiming to reduce neonatal mortality to at least as low as 12 deaths per 1,000 live births and under-5 mortality to at least as low as 25 deaths per 1,000 live births.
the recent data on child mortality are well covered.
follow the GOBIFF for seurity of the future.
Putting well being metrics into policy action, Dominic RichardsonStatsCommunications
Putting Well-being Metrics into Policy Action, 3-4 October 2019, Paris, France. More information at: http://www.oecd.org/statistics/putting-well-being-metrics-into-policy-action.htm
Measuring What Matters for Child Well-being and Policies - Key messages in a ...StatsCommunications
Key messages from the OECD publication Measuring What Matters for Child Well-being and Policies, launched on 1st July 2021. More information at https://www.oecd.org/wise/measuring-what-matters-for-child-well-being-and-policies-e82fded1-en.htm
Evaluating Impact of OVC Programs: Standardizing our methodsMEASURE Evaluation
Jen Chapman presents on the Orphans and Vulnerable Children Program Evaluation Tool Kit, which supports PEPFAR-funded programs and helps fulfill the aims presented in the USAID Evaluation Policy.
Santiago Cueto, coordinador en el país de Niños del Milenio / Young Lives, expuso sobre cómo influye el estudio en las políticas públicas de los diferentes países en Conference on Social Mobility de CEEY Mexico el 18 de noviembre del 2016.
Increasing numbers of parents do not have a standard nine-to-five job; they may work shifts, have zero-hour contracts, unforeseen overtime or other unpredictable hours. These atypical work patterns can present childcare challenges, if partners or relatives cannot provide informal childcare. Two of our reports examine the scale of these challenges and present solutions to help meet this specific childcare need.
Similar to Socio economic inequality in child well-being in Chile (20)
There is growing global recognition that violence against women and violence against children, and in particular intimate partner violence against women and violence against children by parents or caregivers, intersect in different ways. As global evidence of and interest in these intersections continue to grow, strategies are needed to enhance collaborations across these fields and thus ensure the best outcomes for both women and children. In response, the Sexual Violence Research Initiative (SVRI), the UNICEF Innocenti – Global Office of Research and Foresight, and the UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction hosted by WHO’s Department of Sexual and Reproductive Health, partnered to coordinate a global participatory process to identify research priorities that relate to the intersections between violence against children and violence against women.
While priorities are important, the way in which these priorities are determined is also crucial, especially for ownership, contextualization and use. Inclusive, participatory research-setting, such as used in this work, serves to promote a diversity of voices – especially from low- and middle-income countries which have historically lacked representation – and minimize the risk of bias when establishing research priorities.
This report describes the process used to determine the priorities for research on the intersections between violence against children and violence against women, and the top 10 research questions identified.
A partnership with the UNFPA-UNICEF Global Programme to End Child Marriage, UNFPA-UNICEF Joint Programme on the Elimination of Female Genital Mutilation and the UNICEF Office of Research - Innocenti, the STAR Initiative (Strategic Technical Assistance for Research) to end harmful practices aims to strengthen evidence generation and learning. The initiative has three areas of focus: evidence generation, evidence synthesis and research dissemination and uptake.
African countries are facing the world’s worst teacher shortage. To shore up the deficit and achieve universal primary education by 2030, 6.1 million primary school teachers need to be hired in Africa alone.
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UNICEF Innocenti is seeking to expand the evidence base on teacher deployment in Africa in order to identify how the deployment of qualified teachers can be optimized to improve equity in learning outcomes. While the equity of primary school teacher deployment is the intended focus of this research, pre-primary teacher deployment will also be analyzed.
African countries are facing the world’s worst teacher shortage. To shore up the deficit and achieve universal primary education by 2030, 6.1 million primary school teachers need to be hired in Africa alone.
As COVID-19 exacerbates pressures placed on education budgets, it is crucial that the allocation of quality teachers in Africa is driven by a quest for equity, effectiveness, and efficiency, since no child should be deprived of learning opportunities because of the school they attend or their area of residence.
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Evidence suggests that developing specific core capacities from childhood can support performance in school, work, and life.
These nine “core capacities” are cornerstones of life skills. We often overlook these capacities as innate basic skills, so they are underutilized in efforts to promote child well-being and development.
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Visit our research report launched 9 December 2021: unicef-irc.org/what-makes-me
On 19 October 2021, over 500 researchers, practitioners, policymakers and activists from around the world gathered to take stock of what we know about the intersections between
violence against children and violence against women, identify existing knowledge gaps and discuss opportunities to increase coordination across efforts to prevent and respond to both
forms of violence.
This summary presents key takeaways from the event organized by UNICEF Innocenti, in collaboration with the Global Partnership to End Violence, the World Health Organization,
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The Office of Research – Innocenti is UNICEF’s dedicated research centre. Our core mandate is to undertake cutting-edge, policy-relevant research that equips the organization and the wider global community to deliver results for children. This project brief summarizes our research on the Data Must Speak project.
Effective solutions to end violence against children will require researchers, practitioners, and leaders to come together to take stock of what we know, bridge gaps across the field, and influence change through the use and generation of VAC evidence.
This webinar aimed to share evidence and foster discussion on intersections between violence against women and violence against children, highlighting opportunities for greater collaboration, to build knowledge, and to translate it into policy and programmes.
Opening remarks: Alessandra Guedes, Gender and Development Research Manager, UNICEF Innocenti
Presenting evidence:
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- Manuela Colombini, Assistant Professor in Health Systems and Policy and Gender-based Violence, and Loraine Bacchus, Associate Professor of Social Science, LSHTM
- Chandré Gould, Senior Research Fellow, and Matodzi Amisi, Senior Research Consultant, Institute for Security Studies, South Africa
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Panel discussion:
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- Lori Heise, Professor of Gender, Violence and Health at the Johns Hopkins Bloomberg School of Public Health, United States
- Santi Kusumaningrum, Co-founder and Director, PUSKAPA - Center on Child Protection and Wellbeing at Universitas Indonesia
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Techniques to optimize the pagerank algorithm usually fall in two categories. One is to try reducing the work per iteration, and the other is to try reducing the number of iterations. These goals are often at odds with one another. Skipping computation on vertices which have already converged has the potential to save iteration time. Skipping in-identical vertices, with the same in-links, helps reduce duplicate computations and thus could help reduce iteration time. Road networks often have chains which can be short-circuited before pagerank computation to improve performance. Final ranks of chain nodes can be easily calculated. This could reduce both the iteration time, and the number of iterations. If a graph has no dangling nodes, pagerank of each strongly connected component can be computed in topological order. This could help reduce the iteration time, no. of iterations, and also enable multi-iteration concurrency in pagerank computation. The combination of all of the above methods is the STICD algorithm. [sticd] For dynamic graphs, unchanged components whose ranks are unaffected can be skipped altogether.
Explore our comprehensive data analysis project presentation on predicting product ad campaign performance. Learn how data-driven insights can optimize your marketing strategies and enhance campaign effectiveness. Perfect for professionals and students looking to understand the power of data analysis in advertising. for more details visit: https://bostoninstituteofanalytics.org/data-science-and-artificial-intelligence/
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Empowering the Data Analytics Ecosystem: A Laser Focus on Value
The data analytics ecosystem thrives when every component functions at its peak, unlocking the true potential of data. Here's a laser focus on key areas for an empowered ecosystem:
1. Democratize Access, Not Data:
Granular Access Controls: Provide users with self-service tools tailored to their specific needs, preventing data overload and misuse.
Data Catalogs: Implement robust data catalogs for easy discovery and understanding of available data sources.
2. Foster Collaboration with Clear Roles:
Data Mesh Architecture: Break down data silos by creating a distributed data ownership model with clear ownership and responsibilities.
Collaborative Workspaces: Utilize interactive platforms where data scientists, analysts, and domain experts can work seamlessly together.
3. Leverage Advanced Analytics Strategically:
AI-powered Automation: Automate repetitive tasks like data cleaning and feature engineering, freeing up data talent for higher-level analysis.
Right-Tool Selection: Strategically choose the most effective advanced analytics techniques (e.g., AI, ML) based on specific business problems.
4. Prioritize Data Quality with Automation:
Automated Data Validation: Implement automated data quality checks to identify and rectify errors at the source, minimizing downstream issues.
Data Lineage Tracking: Track the flow of data throughout the ecosystem, ensuring transparency and facilitating root cause analysis for errors.
5. Cultivate a Data-Driven Mindset:
Metrics-Driven Performance Management: Align KPIs and performance metrics with data-driven insights to ensure actionable decision making.
Data Storytelling Workshops: Equip stakeholders with the skills to translate complex data findings into compelling narratives that drive action.
Benefits of a Precise Ecosystem:
Sharpened Focus: Precise access and clear roles ensure everyone works with the most relevant data, maximizing efficiency.
Actionable Insights: Strategic analytics and automated quality checks lead to more reliable and actionable data insights.
Continuous Improvement: Data-driven performance management fosters a culture of learning and continuous improvement.
Sustainable Growth: Empowered by data, organizations can make informed decisions to drive sustainable growth and innovation.
By focusing on these precise actions, organizations can create an empowered data analytics ecosystem that delivers real value by driving data-driven decisions and maximizing the return on their data investment.
Socio economic inequality in child well-being in Chile
1. Socioeconomic inequality in child well-being
outcomes in chile
DAVID BRAVO
david.bravo@uc.cl
October 13, 2014
2. This presentation
• Inequality Chile: earnings and labor market
• Inequality in educational achievement
• ELPI (Early Childhood Longitudinal Survey)
• Inequality in early childhood in Chile
• Coauthors:
– Jere Behrman, University of Pennsylvania
– Pamela Jervis, University College London
– Sergio Urzúa, University of Maryland
9. Early Childhood
• What happen with gaps in the first years of life in Chile?
• At birth?
• Research from the US shows that gaps in early cognitive and non-cognitive
ability appear early in the life cycle.
• An increasing body of literature shows long term effects of early
childhood development
• Research agenda was motivated, then: to measure early gaps and
to evaluate and understand the role of early education on Earchy
Childhood Development from a multi-dimensional perspective and to
provide insights for the design of public policies.
• New and better data was needed
11. Early Childhood
• International evidence suggests positive effects of ECD interventions (Engle et al
2007; Bouillon y Tejerina, 2007; Schady, 2006; Behrman et al 2004; Noboa y Urzúa
2010; Heckman, 2010), but can we extrapolate?
• We are just learning about the underlying mechanisms (is it trough cognitive or/and
socio-emotional traits?, parents?, quality?, how to intervene? When? For how long?
• Limitations of the available studies:
• Small samples not nationally representative
• Usually static models;
• ECD programs limited in scale;
• Correlation vs causality;
• Few studies looking at cost-benefit analysis
12. Early Childhood: Research and
Public Policy Agenda
• To generate a substantial increase in critical knowledge of ECD in Chile
(but also in the world), we need:
• DATA: A weill designed collection of data;
• ECONOMETRICS/IDENTIFICATION STRATEGY: To take advantage
of ECD programs already implemented and recent developments,
we need a clear identification strategy: using quasi-experimental
methods and modeling explicitly endogenous choices and
potential outcomes (but we need policy variations and good
data);
• EXPERIMENTS: To develop some random controlled experiments
providing some useful variation for policy design (Information,
Curriculum, Staff Incentives, Vouchers, Extra Staff)
13. Encuesta Longitudinal de la
Primera Infancia (ELPI)
• Designed in 2008-2009. Important support from the Ministry of Finance. First round
applied en 2010 funded by the Ministry of Education.
• Sample Size: a national representative sample of about 15,000 niños under 5 years
old.
• Sample Frame: all the births between January 1st, 2006 and August 31st, 2009
(877.000 niños en el país).
• International Academic Board.
• Second Wave applied in 2012 funded by the Ministry of Labor. Other 3,000 children
were added to the panel, sampled out of births between September 2009 and
December 2011.
14. Encuesta Longitudinal de la
Primera Infancia (ELPI)
• Tests applied in both Early Childhood Longitudinal Surveys measured the
development of children in different areas, such as:
Motor
Cognitive
Language
Executive Function
Emotional
• Evaluate the Overall Development of children allows us to identify the
areas in which they have higher and lower achievements relevant
information for social and educational policies.
15. Encuesta Longitudinal de la
Primera Infancia (ELPI)
• One of the major limitations for evaluating childhood development in
Latin America and particularly in Chile is the lack of high quality and
detailed data on children under 7 years old.
• Goal New data that allows researchers to assess the impact of early
childhood policies and to provide valuable information for the evaluation
and design of social policies in this field.
• What do we need? A survey that contains not only socio-economic
information but also information about children's cognitive and non-cognitive
abilities, and it would be even better if we have longitudinal
information.
16. Encuesta Longitudinal de la
Primera Infancia (ELPI)
• The survey contains two major areas:
The first is a questionnaire divided into two main sections. The first
one contains questions designed for each of the household members,
while the second part contains questions that apply only to the
person that answer the questions, i.e., the mother or the caregiver of
the selected child.
In addition, the second area of the survey collects a set of cognitive,
language and socio-emotional test for both the children and the
mothers or caregivers, executive function for children (2012),
anthropometric information for mothers or caregivers and children at
the time of the interview, and about home assessment using an
Adaptation of the Home Observation for Measurement of the
Environment (HOME) inventory.
17. Encuesta Longitudinal de la
Primera Infancia (ELPI)
• Household survey: data is collected in household by interviewer.
• Household survey includes:
• Household composition
• Each member’s education
• Health care status
• Labor participation status
• Household income
• Type and syze of home
• Datailed questions on pre-natal and post-natal care
• Newborn data and health history
• Deteiled retrospective history of child-care
• Vaccination records
• Availabre resources for children
• Psychologists return to home to apply instruments on abilities and health
18. ELPI 2010
Module Description
A
Household Composition: It contains information that identifies whether the person that answers
the survey is the biological mother or not, and if the selected child has a twin-brother. It also
contains the most important socio-economic characteristics of the household’s members, which
includes the relationship with the selected child, age, gender and marital status, among others.
B Education: It contains information on the education level and the administrative characteristics
of the child-care establishments of each household’s members.
C Employment Status: It contains information on the occupational status and job characteristics for
of each household’s members that are more than 15 years old.
D Household Income: It contains information on the income and salary for each family member
(which also includes subsidies, pensions and rent, among others).
The following questions are made only for the interviewee (usually the child’s mother or caregiver)
E Social Protection: It contains data on access to the health system.
F Assets and Equity: It contains characteristics of the home as artefacts and/or services, type of
housing, predominant construction material and the number of rooms, among others.
G
Mother's pregnancy: It contains information (twelve questions) on biological mother’s health
status during pregnancy (pregnancy control, diseases, medical conditions, nutritional status,
certain circumstances that may have occurred during pregnancy, etc.). The nexr questions
include information about birth (birth establishment and condition, complications during birth,
months that the child was breastfed, etc.).
H Learning and Chile Grows with You: It contains information about activities, games, learning
materials used by the child, and about the participation in the Chile Grows with You program.
I Immunization: It contains information from the child’s immunization (vaccination information).
J
Child Care: The module is performed for 8 time periods for the child, starting when he/she is 0-3
months old to 5 years old of age. It contains information related to child-care centres and
mother’s employment.
K Selected Child's Biological Father: It contains information about the biological father in terms of
educational, occupational and socioeconomic status.
19. ELPI 2012
Module Description
A
Household Identification: It contains information that identifies whether the person that answers the survey is the
biological mother or not, and if the selected child has a twin-brother.
B
Mother's pregnancy: It contains information (twelve questions) on biological mother’s health status during
pregnancy (pregnancy control, diseases, medical conditions, nutritional status, certain circumstances that may have
occurred during pregnancy, etc.). The nexr questions include information about birth (birth establishment and
condition, complications during birth, months that the child was breastfed, etc.).
C Immunization: It contains information from the child’s immunization (vaccination information).
D
Labor History of the primary caregiver: It contains information about the employment history of the primary
caregiver since January 2004 until the date of the interview, such as occupational status, type of work, among
others.
E
Child Care: Themodule is performed for 10 time periods for the child, starting when he/she is 0-3 months old to 5
years old of age. It contains information related to child-care centres and mother’s employment.
F
Habits / Life at Home: Contains information on sleep habits, eating habits, habits of hygiene and child's gaming
habits. It also contains information about the "Chile Grows with You"'.
G
Meaning of Work and Family Responsibilities: Contains information on women's perceptions about the role of
women, work and family.
20. ELPI 2012
Module Description
H
Earthquake: Identify the impact of destruction suffered by the houses of the children and contains information
about the child's residence at the time of the earthquake.
I
Household Composition: It also contains the most important socio-economic characteristics of the household’s
members, which includes the relationship with the selected child, age, gender and marital status, among others.
J
Education: It contains information on the education level and the administrative characteristics of the child-care
establishments of each household’s members.
K
Employment Status: It contains information on the occupational status and job characteristics for of each
household’s members that are more than 15 years old.
L
Household Income: It contains information on the income and salary for each family member (which also includes
subsidies, pensions and rent, among others).
M
Assets and Equity: It contains characteristics of the home as artefacts and/or services, type of housing, predominant
construction material and the number of rooms, among others.
N
Selected Child's Biological Father: It contains information about the biological father in terms of educational,
occupational and socioeconomic status.
21. Instruments: Toolkit
• Set of tools for the assessment of children in the first five years of
life(Fernald et al 2009).
• Domains of development to be measured: i) Cognitive, ii) Language, iii)
Motor, iv) Executive funcion/self-regulatory and v) social/emotional.
• Steps
1. Define purpose of assessment goals/dimensions ✔
2. Determine type of assessment screening vs abilities ✔
3. Determine mode of assessment direct, reports, observation ✔
4. Determine which assessment to use instruments ✔
5. psychometrically adequate validity and reliability
• Step 5: instruments should be adapted to the Chilean social and cultural
reality from a linguistic and semantic point of view for those who have not
previously been adapted into Spanish.
22. Evaluation: Dimensions
General
Development
Children
Socio-
Emotional
Physical
Cognitive
Mothers
Socio-
Emotional
HOUSE-HOLD
Physical
27. General Development 2010
Scale of Psychomotor Development Evaluation (EEDP): Rodríguez, Arancibia
and Undurraga (2008).
•EEDP is a Chilean instrument. The test measures the performance and the
reaction of the child to certain situations to be resolved for which a certain
level of psychomotor development is required. A child whose psychomotor
development is in accordance with what is expected for their age should get a
ratio close to the average development (100) to a standard deviation (85).
•Four relatively independent and specific operating areas have distinguished
themselves within the process of psychomotor development: Motor, Language,
Social and Coordination.
28. General Development 2010
Psychomotor Development Test (TEPSI): Haeussler, I. M and Marchant, T,
1994, 5th Edition
•TEPSI is a Chilean screening instrument that allows to know the level of
performance in terms of psychomotor development of children between two
and five years relative to a statistical norm established by age group, and
determine whether this performance is normal, or is under expected through
the observation of the child’s behavior in situations proposed by the examiner.
29. General Development 2010
Psychomotor Development Test (TEPSI): Haeussler, I. M and Marchant, T,
1994, 5th Edition
•It measures three basic areas of child development:
Subtest Coordination: It evaluates the ability of child to take or manipulate
objects and draw, through behaviors such as build towers with cubes,
threading a needle, recognize and copy geometric figures, draw a human figure
among others.
Subtest Language: It evaluates aspects of understanding and expression of
this, through behaviors such as naming objects, defining words, verbalize or
describe actions scenes depicted in films.
Subtest Motricity: It evaluates the childs ability to manage their own bodies
through behaviors like picking up a ball, hopping, walking on tiptoe or stand on
one foot for a while.
30. General Development 2010
Battelle Developmental Inventory (BDI): De la Cruz and Gonzalez, 1998.
•It defined as a battery to evaluate basic cognitive abilities in children. The BDI
contains 341 items across five developmental domains: personal-social,
adaptive, motor, communication, and cognition.
•These five domains are further divided into twenty-two separate sub-domains.
The personal-social domain is composed of: adult interaction,
expressions/feelings/affect, self-concept, peer interaction, coping, and social
role. The adaptive domain includes: attention, eating, dressing, personal
responsibilities, and toileting. The motor domain is composed of: muscle
control, body coordination, locomotion, fine muscle, and perceptual motor.
The communication domain includes: receptive and expressive. Finally, the
cognitive domain is composed of: perceptual discrimination, memory,
reasoning/academic skills, and conceptual development.
31. General Development 2012
INSTRUMENT WHAT IT MEASURES SUITABLE FOR ELPI
Battelle
Developmental
Inventory Screening
Test version 2 (BDI-ST2)
General Development
Domains: Personal- Social,
Adaptative, Motor,
Communication and
Cognitive.
International comparability; possitive posychometric
behaviour; continuity with ELPI 2010.
Test de Aprendizaje y
Desarrollo Infantil
(TADI)
Development domains:
Language, Cognition, Motor
and y Social-emotional.
It is suitable for mass application in a non-clinical
context as ELPI, in terms of administration time, ease of
administration, scoring, low number of manipulatives,
etc., which reduces the risk of measurement error. The
test presents adequate psychometric indicators
(reliability and validity); being a new test, TADI does not
present discrimination problems. The test is a culturally
sensitive to the Chilean context and it covers the entire
age range ELPI 2012.
Test de Vocabulario
en Imágenes de
Peabody (TVIP)
Receptive and expressive
vocabulary.
A vocabulary test is proposed as the best index of school
success and problem solving skills; moreover, this is a
test that has worked well in the Chilean population.
32. Executive Function 2012
INSTRUMENT WHAT IT MEASURES SUITABLE FOR ELPI
Snack Delay Task
(SDT)
Inhibitory control
Snack Delay Task it’s a feasible test to be applied with
toddlers and it’s being used in other Chilean program
assessments such as Un Buen Comienzo and Futuro
Infantil Hoy
Pencil Tapping Task
(PTT)
Working memory and
inhibitory control
This test measures working memory in young children,
who have not even spoken language developed and is
being used in different Chilean assessments such as Un
Buen Comienzo, Futuro Infantil Hoy.
Backward Digit Span
Task (BDS)
Working memory
Working memory tasks include the ability of keeping
information in the memory, as well as the ability to
process that information (Zelazo, Müller, Frye, &
Marcovitch, 2003). The test it’s both easy and quick to
administrate.
Head Toes Knees
Shoulders Task
(HTKS)
Working memory, cognitive
flexibility and inhibitory
control
It is a test of simple application and requires no
equipment. This test is used in other Latin American
countries as part of PRIDI.
33. Socioemotional 2010 and 2012
INSTRUMENT WHAT IT MEASURES SUITABLE FOR ELPI
Ages & Stages
Questionnaire: Social
Emotional (ASQ:SE)
Problems in social and
emotional development
(self-regulation, directions
follow, communication,
adaptation, autonomy,
affection and interaction.
The test worked properly in ELPI 2010 and it’s easy and
quick to administrate.
Child Behaviour
Checklist (CBCL)
Behavior and social-emotional
issues
The test worked properly in ELPI 2010 and it’s easy and
quick to administrate.
34. Cog nitive 2010 and 2012: Mothers
INSTRUMENT WHAT IT MEASURES SUITABLE FOR ELPI
Weschler Adult
Intelligence Scale
(WAIS) - Dígitos
Working memory, with
processing speed, short-term
listening memory,
sequencing, regardless of the
distraction, ease with
numbers and mental
alertness.
Interest to administrate to the 3.000 new cases and
mothers who were not assessed or were younger than
20 year in the first wave, as it is a Intelligence measure
used in 2010.
Weschler Adult
Intelligence Scale
(WAIS) - Vocabulario
Cultural level and capacity to
receive new information,
store and use them properly.
Interest to administrate to the 3.000 new cases and
mothers who were not assessed or were younger than
20 year in the first wave, as it is a Intelligence measure
used in 2010.
35. S ocioemotional 2010 and 2012: Mothers
INSTRUMENT WHAT IT MEASURES SUITABLE FOR ELPI
Big Five Inventory
(BFI)
5 broad personality traits:
Neuroticism , Extraversion,
Openness to Experience,
Agreeableness,
Conscientiousness
Interest to administrate to the 3.000 new cases, and
mothers who were not assessed or were younger than
20 year in the first wave, as it is a personality measure
used in 2010.
Edinburgh Postnatal
Depression Scale
(EPDS)
Presence of mother
depressive symtomatology
after her child’s birth
Differentiate the mother’s depressive symptomatology
level according to the type of parental leave they took
and those that did not have access to none
Parent Stress Index:
Short Form (PSI:SF)
Magnitud of stress in
mother-child dyad
It has been used in several international studies (Britner,
Morog, Pianta, & Marvin, 2003; Button, Pianta, &
Marvin, 2001) and national (Juguemos con Nuestros
Hijos, Universidad Católica).
It is expected to inform public policies, especially those
referred to parental leave and parent psychoeducation
36. HOME Adaptation 1 y 2
• Elaboration of an adaptation of the HOME scale to exclude questions that
needed interpretation and to include questions of mother sensibility. Also
to include children over 36 months.
Family educative environment;
Mother or caregiver emotional and verbal response;
Cancellation of restriction and punishment;
Maternal commitment with child; and
Home
37. Anthropometric Measures
• Information about physical variables will be compared with growth and
normal development proposed by W.H.O.
• These measures are important as they are key instrument to promote,
administrate and evaluate health objectives and indicators.
38. A System of Information
ENCUESTA
LONGITUDINAL DE
LA PRIMERA
INFANCIA
2010 2012
2015
Longitudinal Survey & Assessment
SELF-REPORT OF
MOTHER’S LABOR
HISTORY
Covering period before
2012
LINKAGE WITH
ADMINISTRATIVE
RECORDS
Social Security Records:
employment and wages of parents.
Health Records (in process)
Public Data Bases with protection of confidentiality
39. No differences in weight at birth by
Santiago, 29 agosto 2014
socioeconomic group
40. No differences in height at birth by
Santiago, 29 agosto 2014
socioeconomic group
53. Some challenges
At the policy level:
High Quality pre-school education as a fundamental requirement.
Impact Evaluation of different policies: expansion of day-cares
and pre-school; extension of post-natal maternity leave (from 3 to
6 months); Chile Crece Contigo
Research and measurement:
What should be measured at the school level?
Multiplying research and interaction with questionnaire
Aca en vez de poner Inventario Home directamente usamos adaptacion y con eso esta ok con respecto a el equipo anterior ya que no es necesario comprar el test ya que es solo una adaptacion.
Aca en vez de poner Inventario Home directamente usamos adaptacion y con eso esta ok con respecto a el equipo anterior ya que no es necesario comprar el test ya que es solo una adaptacion.