Multiple Indicator Cluster Surveys
Data dissemination and further analysis workshop
Further Analysis:
Early Child Development
MICS4 Data Dissemination and Further Analysis Workshop
Further
Analysis:
ECD
2
Outline
1. The patterns of inequity with existing data
2. Associations between variables in the Early Child
Development Module and ECDI
3. Associations between relevant variables outside of
ECD module and ECDI
4. Analysis of the trend
5. Cumulative risk factors
6. Bottleneck analysis
3
1st Idea: Different Patterns of Inequity
"Gradual inequity" labelled as “A”
"Gradual inequity" labelled as “B”
100%
100%
80%
80%
55%
60%
34%
40%
20%
4%
12%
57%
61%
middle
fourth
35%
20%
0%
0%
poorest
second
middle
fourth
richest
poorest
100%
100%
80%
80%
60%
42%
40%
3%
6%
poorest
second
middle
richest
85%
93%
89%
92%
middle
fourth
richest
68%
60%
40%
20%
4%
second
"Bottom Inequity" labelled as “D”
"Top Inequity" labelled as “C”
20%
51%
60%
40%
18%
81%
20%
0%
fourth
richest
0%
poorest
second
Access to Early Childhood Education, 36 to 59 months, by Wealth Quintile
2nd Idea: association between variables in the CD Module
1. Establish the hypothesis (based on literature or expert
opinion)
2. Tabulate
3. Look for:
• Expected patterns (association with well-known risk and
protective factors) and
• Contrast to commonly-found patterns (are they due to
lack of adequate data, or do they indicate country-specific
attitudes, or…)
4. The strengths of associations can be explored using crosstabulations or multi-way tables and the chi-square statistic,
as well as the odds ratio
5
Sample 1: reading the books and child development
Hypothesis: in the families where it is reported that primary caregivers are
reading books to a child, the child literacy/numeracy skills will be higher
Early child development index
Percentage of children age 36-59 months who are developmentally on track in literacy-numeracy, physical, social-emotional,
and learning domains, and the early child development index score, Country, Year
Reading books No
to a child
Yes
ECDI Total
Percentage of children age 36-59 months who are
developmentally on track for indicated domains
Early child
Number of
LiteracySocialdevelopment children age
numeracy
Physical
Emotional
Learning
index score [1] 36-59 months
20.9
99.2
88.2
92.9
82.9
145
99.9
95.6
1261
32.4
94.9
99.5
31.2
99.8
94.2
98.8
94.3
1406
compute books = 0.
if (EC7AA = "A" or EC7AB ="B" or EC7AX = "X") books = 1.
variable label books "Reading books to a child".
value label books 0 "No" 1 "Yes".
……
/table hl4 [c] + nuts2 [c] + hh6 [c] + age2 [c] + preschool [c] +melevel [c] + windex5 [c] + ethnicity [c] + books [c] + tot1 [c]
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Sample 2: the impact of fathers on child
development
Hypothesis: more children developmentally on target in families where father
participates in activities with child
Early child development index
Percentage of children age 36-59 months who are developmentally on track in literacy-numeracy, physical, social-emotional,
and learning domains, and the early child development index score, Country, Year
Father support Living in the
HH and not
supporting the
child
Living in the
HH and
supporting the
child
ECDI Total
Percentage of children age 36-59 months who are
developmentally on track for indicated domains
Early child
Number of
LiteracySocialdevelopment children age
numeracy
Physical
Emotional
Learning
index score [1] 36-59 months
64.8
98.5
74.1
96.9
86.7
497
66.0
97.5
84.1
97.3
90.1
174
65.1
98.2
76.7
97.0
87.6
671
compute fatsup = 0.
if (nofather = 0 and fact = 100) fatsup = 1.
variable label fatsup "Father support".
value label fatsup 0 "Living in the HH and not supporting the child" 1 "Living in the HH and supporting the child".
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3rd Idea: association between modules
(stunting and ECDI)
Hypothesis: lower ECDI in the stunted children
Early child development index
Percentage of children age 36-59 months who are developmentally on track in literacy-numeracy, physical,
social-emotional, and learning domains, and the early child development index score, Country, Year
Height for age:
Not stunted (-2sd)
Stunted (-2sd)
Height for age:
Not stunted (-3sd)
Stunted (-3sd)
ECDI Total
Percentage of children age 36-59 months who
are developmentally on track for indicated
Early child Number of
domains
developme children
LiteracySocialnt index age 36-59
numeracy Physical Emotional Learning score [1]
months
33.0
99.8
93.7
99.0
94.0
1122
12.5
100.0
94.6
93.5
89.7
50
32.5
99.8
93.6
99.0
94.0
1154
9.2
100.0
100.0
82.2
82.2
18
31.2
99.8
94.2
98.8
94.3
1406
8
(Almost) unlimited possibilities
• Explore the associations between ECDI and other
variables:
• Availability of playthings;
• Inadequate care;
• Living with biological parents
• Explore the association between ECDI and some
variables outside the ECD module
• Iodized Salt Consumption
• Violent Disciplining practices
• …
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Value added
• Most of the knowledge is coming from developed
countries
• Opportunity for advocacy
• Strong associations with low ECDI indicate areas
of disadvantage
• Strong associations with high ECDI indicate areas
of strength
• If there are discrepancies, explore policies, customs,
practices, availability, accessibility and quality of ECD
and other social services to find an explanation
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4th Idea: Trend Analysis
Attendance to Early Childhood Education
90
80
70
60
50
2005
81.6
40
2010
30
20
39.5
10
0
•
Note: check the definition; check the confidence interval
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5th Idea: Cumulative risk factors for child
development
• Create an index (cumulative risk factors to child
development)
• Children living without biological parents
• Inadequate care
• Stunting
• Violent disciplining practices
• Who are the children most at risk? What are the main
determinants of risk?
• Multivariate analysis
• A binary logistic regression analysis
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th Idea: Analyze System Bottlenecks (Tanahashi
6From
Tanahashi T. Bulletin of the World Health Organization, 1978, 56 (2)
http://whqlibdoc.who.int/bulletin/1978/Vol56-No2/bulletin_1978_56(2)_295-303.pdf
framework)
Effective coverage- quality
Adequate coverage- continuity
Utilisation – first contact with services
Accessibility – physical access to services
Accessibility – to human resources
Availability – critical inputs to system
Target Population
Bottleneck in the education system in G
Effective Coverage - % of children who attain academic
standards
1
9%
Continuity - % of children who retain school through
Grade 6
67%
2
Utilisation - % of children who have ever attened
primary school
83%
Access - % of children who have physical access to
primary school
89%
Human Resources - % of children who can be covered
by existing qualified teachers
63%
Commodity - % of children who can be covered by
existing textbooks
49%
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
Regional disparity
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Effective Coverage - % of children who attain
academic standards
9%
2%
67%
Continuity - % of children who retain school through
Grade 6
38%
83%
Utilisation - % of children who have ever attened
primary school
62%
89%
Access - % of children who have physical access to
primary school
70%
63%
Human Resources - % of children who can be
covered by existing qualified teachers
42%
49%
43%
Commodity - % of children who can be covered by
existing textbooks
National
Northern
Your turn
Ideas welcomed (group work)
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