Agenda

Session 1: Measuring Early Childhood Development Final Outcomes – Overview

• The Preschool Years: An Overview of Development and Measurement | Video (45:08)
  (Patricia Kariger, UC Berkeley)
  Discussion of developmental progress including: cognitive skills, executive function, language/literacy, numeracy and math, fine motor, and socio-emotional skills; Risks and protective factors for the preschool brain; What to measure and how? Examples of measurement in low- and middle-income countries: Case study—Protection of Early Childhood Development in Malawi

Session 2: Measuring Early Childhood Development Final Outcomes: Domains – Part 1

• Measuring Cognitive and Linguistic Outcomes (3-6 year old focus) | Video (31.55)
  (Sally Brinkman, University of Western Australia)
  Selecting instruments for cognitive and linguistic testing; Thinking about scale-up to imbed the instrument into population wide systematic collection; Case study—Tonga, the second country in the world to monitor child development countrywide
  
• Measuring Executive Function in Early Childhood | Video (20:03)
  (Abbie Raikes, UNESCO)
  What is executive function and why it matters? Tips for measuring executive function, including discussion of cultural adaptation
  
• The Preschool Years: Socio-emotional Development and Measurement | Video (18:28)
  (Patricia Kariger, UC Berkeley & Abbie Raikes, UNESCO)
  Concepts of socio-emotional development; Why measure socio-emotional development? What can be measured directly? What can be measured by parent/teacher reporting?

Session 3: Measuring Early Childhood Development Final Outcomes: Domains – Part 2

• Measuring Development and Early Learning Globally: The International Development and Early Learning Assessment (IDELA) | Video (46:56)
  (Ivelina Borisova, Save the Children)
  What is the “International Development and Learning Assessment,” what does it measure, and how reliable is it?
  
• Measuring Early Learning Quality and Outcomes (MELQO): Process and Lessons Learned | Video (46:56)
  (Amanda Devercelli, World Bank & Abbie Raikes, UNESCO & Kate Anderson, Center for Universal Education at the Brookings Institution)
  Goals of “Measuring Early Learning Quality and Outcomes” instruments; What do the instruments cover? Key design features, process, and research questions

Session 4: Measuring Intermediate Outcomes for Early Childhood Development

• Setting the Stage: Measuring Student/Teacher Preschool Interactions | Video (23:39)
  (Larry Aber, NYU)
  “Teacher Instructional Practices and Processes System” concepts, usage, and training; Ways of gathering observational data on the classroom
  
• Preschool Quality, Home Environments and Child Outcomes (using IDELA) | Video (17:58)
  (Ivelina Borisova, Save the Children)
  Global monitoring of quality using Save the Children’s “Quality Learning Environment Framework;” Where and why should we use the “Early Childhood Environment Rating Scale?”
  
• Lessons from Measuring Childcare Quality in LAC: Based on “Toolkit for Measuring the Quality of Center Based Child Care (CBCC)” | Video (22:11)
  (Florencia Lopez Boo, Inter-American Development Bank) 
  Why quality is important? Why and how quality should be measured? What instruments should be used for quality measurements?