Revista Brasileira de Avaliação
https://rbaval.org.br/article/doi/10.4322/rbaval202211036
Revista Brasileira de Avaliação
Relato de experiência

Population-level monitoring of child development in two Brazilian municipalities

Magdalena Janus, Danusha Vinoraj, Caroline Reid-Westoby, Alyssa Cannitelli, Eric Duku

Downloads: 1
Views: 1011

Abstract

Early child development is important for the concurrent and future health and well-being of children. In this paper, we illustrate the feasibility and challenges of monitoring child development in Brazil. To address this goal, we used data collected using the Early Development Instrument (EDI). Data were collected for 2,621 children in 2011 and 2015 in two Brazilian municipalities. Crosstabulations and independent t-tests showed that demographics and child development outcomes were more similar than different between the municipalities, and that child development outcomes were consistently associated with family socioeconomic circumstances. A binary logistic regression revealed that participation in any early childhood education program appeared to be associated with children’s developmental outcomes, but in a pattern not consistent across the years. Most importantly, our analyses also demonstrated that monitoring children’s outcomes alone does not provide enough evidence to assess the causes of changes or impact of any broad measures implemented over time.

Keywords

Child development. Early Development Instrument. Population-level data

Referências

Baker, Michael, Gruber, Jonathan, & Milligan, Kevin. (2008). Universal child care, maternal labor supply, and family well‐being. Journal of Political Economy, 116(4), 709-745. http://dx.doi.org/10.1086/591908

Baker, Michael. (2011). Innis Lecture: Universal early childhood interventions: what is the evidence base? The Canadian Journal of Economics. Revue Canadienne d’Economique, 44(4), 1069-1105. http://dx.doi. org/10.1111/j.1540-5982.2011.01668.x

Berrueta-Clement, John R., Schweinhart, Lawrence J., Steven Barnett, W., Epstein, Ann S., & Weikart, David P. (1984). Changed Lives: The Effects of the Perry Preschool Program on Youths through Age 19. Monographs of the High/Scope Educational Research Foundation, Number Eight (Monograph Series). Ypsilanti: The High/ Scope Press. Retrieved in 2013, November 19, from https://eric.ed.gov/?id=ED313128

Black, Sandra E., Devereux, Paul J., Loken, Katrine V., & Salvanes, Kjell G. (2012). Does money matter? The effect of child care subsidies on academic performance. Norwegian School of Economics and Business Administration, 1-55.

Blau, David M. (2021). The effects of universal preschool on child and adult outcomes: A review of recent evidence from Europe with implications for the United States. Early Childhood Research Quarterly, 55, 52-63. http://dx.doi.org/10.1016/j.ecresq.2020.10.009

Brinkman, Sally A., Kinnell, Angela, Maika, Amelia, Hasan, Amer, Jung, Haeil, & Pradhan, Menno. (2017). Validity and reliability of the Early Development Instrument in Indonesia. Child Indicators Research, 10(2), 331-352. http://dx.doi.org/10.1007/s12187-016-9372-4

Carneiro, Pedro, Løken, Katrine V., & Salvanes, Kjell G. (2015). A flying start? Maternity leave benefits and long-run outcomes of children. Journal of Political Economy, 123(2), 365-412. http://dx.doi. org/10.1086/679627

Cornelissen, Thomas, Dustmann, Christian, Raute, Anna, & Schönberg, Uta. (2018). Who benefits from universal child care? Estimating marginal returns to early child care Attendance. Journal of Political Economy, 126(6), 2356-2409. http://dx.doi.org/10.1086/699979

Currie, Janet. (2001). Early childhood education programs. The Journal of Economic Perspectives, 15(2), 213-238. http://dx.doi.org/10.1257/jep.15.2.213

Cushon, Jennifer A., Vu, Lan T. H., Janzen, Bonnie L., & Muhajarine, Nazeem. (2011). Neighborhood poverty impacts children’s physical health and well-being over time: Evidence from the Early Development Instrument. Early Education and Development, 22(2), 183-205. http://dx.doi.org/10.1080/10409280902915861

Davies, Scott, Janus, Magdalena, Duku, Eric, & Gaskin, Ashley. (2016). Using the Early Development Instrument to examine cognitive and non-cognitive school readiness and elementary student achievement. Early Childhood Research Quarterly, 35, 63-75. http://dx.doi.org/10.1016/j.ecresq.2015.10.002

Davies, Scott, Janus, Magdalena, Reid-Westoby, Caroline, Duku, Eric, & Schlanger, P. (2021). Does the early development instrument predict academic achievement in Ontario French schools? - PsycNET. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement. https:// doi.org/10.1037/cbs0000285

Dietrichson, Jens, Lykke Kristiansen, Ida, & Viinholt, Bjørn A. (2020). Universal preschool programs and long-term child outcomes: A systematic review. Journal of Economic Surveys, 34(5), 1007-1043. http:// dx.doi.org/10.1111/joes.12382

Dodge, Kenneth A. (2020). Annual research review: Universal and targeted strategies for assigning interventions to achieve population impact. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 61(3), 255-267. PMid:31643089. http://dx.doi.org/10.1111/jcpp.13141

Duncan, Robert J., Duncan, Greg J., Stanley, Lisa, Aguilar, Efren, & Halfon, Neal. (2020). The kindergarten Early Development Instrument predicts third grade academic proficiency. Early Childhood Research Quarterly, 53, 287-300. PMid:32699465. http://dx.doi.org/10.1016/j.ecresq.2020.05.009

Eamon, Mary Keegan. (2001). The effects of poverty on children’s socioemotional development: An ecological systems analysis. Social Work, 46(3), 256-266. PMid:11495370. http://dx.doi.org/10.1093/ sw/46.3.256

Education and Policy Data Center. (2013). EGRA and EGMA. Education Policy Data Center. Retrieved in 2013, November 19, from https://www.epdc.org/data-about-epdc-data-epdc-learning-outcomes-data/ egra-and-egma

Forget-Dubois, Nadine, Lemelin, Jean-Pascal, Boivin, Michel, Dionne, Ginette, Séguin, Jean R., Vitaro, Frank, & Tremblay, Richard E. (2007). Predicting early school achievement with the EDI: A longitudinal population-based study. Early Education and Development, 18(3), 405-426. http://dx.doi. org/10.1080/10409280701610796

Gazola Hellman, A. (2015). How Does Bolsa Familia Work? Best Practices in the Implementation of Conditional Cash Transfer Programs in Latin America and the Caribbean (p. 50). Inter-American Development Bank. https://publications.iadb.org/en/how-does-bolsa-familia-work-best-practicesimplementation-conditional-cash-transfer-programs-latin

Georg, Sabine, Bosle, Catherin, Fischer, Joachim E., & De Bock, Freia. (2020). Psychometric properties and contextual appropriateness of the German version of the Early Development Instrument. BMC Pediatrics, 20(1), 339. PMid:32646399. http://dx.doi.org/10.1186/s12887-020-02191-w

Guhn, Martin, Gadermann, Anne M., Almas, Alisa, Schonert-Reichl, Kimberly A., & Hertzman, Clyde. (2016). Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood. Early Childhood Research Quarterly, 35, 76-84. http://dx.doi.org/10.1016/j.ecresq.2015.12.027

Guhn, Martin, Gadermann, Anne, & Zumbo, Bruno D. (2007). Does the EDI Measure school readiness in the same way across different groups of children? Early Education and Development, 18(3), 453-472. http://dx.doi.org/10.1080/10409280701610838

Guhn, Martin, Zumbo, Bruno D., Janus, Magdalena, & Hertzman, Clyde. (2011). Validation theory and research for a population-level measure of children’s development, wellbeing, and school readiness. Social Indicators Research, 103(2), 183-191. http://dx.doi.org/10.1007/s11205-011-9841-6

Hamad, Rita, & Rehkopf, David H. (2016). Poverty and child development: A longitudinal study of the impact of the earned income tax credit. American Journal of Epidemiology, 183(9), 775-784. PMid:27056961. http://dx.doi.org/10.1093/aje/kwv317

Havnes, Tarjei, & Mogstad, Magne. (2011). No child left behind: Subsidized child care and children’s long-run outcomes. American Economic Journal. Economic Policy, 3(2), 97-129. http://dx.doi.org/10.1257/pol.3.2.97

Hymel, Shelley, LeMare, Lucy, & McKee, William. (2011). The Early Development Instrument: An examination of convergent and discriminant validity. Social Indicators Research, 103(2), 267-282. http://dx.doi. org/10.1007/s11205-011-9845-2

IBM Corp. (2021). IBM SPSS Statistics for Windows, Version 28.0 (Version 28) [Computer software]. IBM Corp.

Ip, Patrick, Li, Sophia Ling, Rao, Nirmala, Ng, Sharon Sui Ngan, Lau, Winnie Wai Sim, & Chow, Chun Bong. (2013). Validation study of the Chinese Early Development Instrument (CEDI). BMC Pediatrics, 13(1), 146. PMid:24053538. http://dx.doi.org/10.1186/1471-2431-13-146

Janus, Magdalena, & Offord, David R. (2007). Development and psychometric properties of the Early Development Instrument (EDI): A measure of children’s school readiness. Canadian Journal of Behavioural Science, 39(1), 1-22. http://dx.doi.org/10.1037/cjbs2007001

Janus, Magdalena, & Brinkman, Sally. (2010). Evaluating early childhood education programs. In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (3rd ed., Vol. 2, pp. 25-31). Oxford: Elsevier. http://dx.doi.org/10.1016/B978-0-08-044894-7.01197-0

Janus, Magdalena, & Reid-Westoby, C. (2016). Monitoring the development of all children: The Early Development Instrument. Early Childhood Matters, 125, 40-45.

Janus, Magdalena, Brinkman, Sally A., & Duku, Eric K. (2011). Validity and psychometric properties of Early Development Instrument in Canada, Australia, United States, and Jamaica. Social Indicators Research, 103(2), 283-297. http://dx.doi.org/10.1007/s11205-011-9846-1

Janus, Magdalena, Duku, Eric, Brinkman, Sally, Dunkelberg, Erika, Chianca, Thomas, & Marino, Eduardo. (2014). Socioemotional development and its correlates among 5-year-old children in Peru and Brazil. Journal of Latino and Latin-American Studies, 6(1), 40-53. http://dx.doi.org/10.18085/llas.6.1.9730476466441574

Kottelenberg, Michael J., & Lehrer, Steven F. (2013). New evidence on the impacts of access to and attending universal child-care in Canada. Canadian Public Policy, 39(2), 263-286. http://dx.doi.org/10.3138/ CPP.39.2.263

La Valle, Ivana, & Smith, Ruth. (2009). Good quality childcare for all? progress towards universal provision. National Institute Economic Review, 207, 75-82. http://dx.doi.org/10.1177/0027950109103685

Lefebvre, Pierre, & Merrigan, Philip. (2008). Child‐care policy and the labor supply of mothers with young children: A natural experiment from Canada. Journal of Labor Economics, 26(3), 519-548. https://doi. org/10.1086/587760

Leseman, Paul P. M., & Slot, Pauline L. (2020). Universal versus targeted approaches to prevent early education gaps. The Netherlands as case in point. Zeitschrift für Erziehungswissenschaft, 23(3), 485-507. http://dx.doi.org/10.1007/s11618-020-00948-8

Lindert, K., Linder, A., Hobbs, J., & de la Brière, B. (2007). The Nuts and Bolts of Brazil’s Bolsa Família Program: Implementing Conditional Cash Transfers in a Decentralized Context (p. 145). The World Bank.

Martinez, Sebastian, Naudeau, Sophie, & Pereira, Vitor Azevedo. (2017). Preschool and Child Development Under Extreme Poverty: Evidence from a Randomized Experiment in Rural Mozambique. (World Bank Policy Research Working Paper No. 8290). Social Science Research Network. Retrieved in 2013, November 19, from https://papers.ssrn.com/abstract=3092440

Muhajarine, Nazeem, Puchala, Chassidy., & Janus, Magdalena. (2011). Does the EDI equivalently measure facets of school readiness for Aboriginal and non-Aboriginal children? Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, 103(2), 299-314. http://dx.doi. org/10.1007/s11205-011-9847-0

Nores, Milagros, & Barnett, W. Steven. (2010). Benefits of early childhood interventions across the world: (Under) Investing in the very young. Economics of Education Review, 29(2), 271-282. http://dx.doi. org/10.1016/j.econedurev.2009.09.001

Offord, David R., Kraemer, Helena Chmura, Kazdin, Alan E., Jensen, Peter S., & Harrington, Richard. (1998). Lowering the burden of suffering from child psychiatric disorder: Trade-offs among clinical, targeted, and universal interventions. Journal of the American Academy of Child and Adolescent Psychiatry, 37(7), 686-694. PMid:9666623. http://dx.doi.org/10.1097/00004583-199807000-00007

Rege, Mari, Størksen, Ingunn, Solli, Ingeborg F., Kalil, Ariel, McClelland, Megan, ter Braak, Dieuwer, Lenes, Ragnhild, Lunde, Svanaug, Breive, Svanhild, Carlsen, Martin, Erfjord, Ingvald, & Hundeland, Per S. (2019). Promoting Child Development in a Universal Preschool System: A Field Experiment (SSRN Scholarly Paper No. 3434830). Social Science Research Network. https://doi.org/10.2139/ssrn.3434830

Ribeiro, Felipe Garcia, Braun, Gisele, Carraro, André, Teixeira, Gibran da Silva, & Gigante, Denise Petrucci. (2018). An empirical assessment of the Healthy Early Childhood Program in Rio Grande do Sul State, Brazil. Cadernos de Saude Publica, 34(4), e00027917. PMid:29694541. http://dx.doi.org/10.1590/0102- 311x00027917

Richter, Linda, & Samuels, M.-L. (2018). The South African universal preschool year: A case study of policy development and implementation. Child: Care, Health and Development, 44(1), 12-18. PMid:29235166. http://dx.doi.org/10.1111/cch.12511

Schweinhart, Lawrence J. (2007). Outcomes of the High/Scope Perry Preschool Study and Michigan School Readiness Program (pp. 67-79). Researchgate. Retrieved in 2013, November 19, from https://www. researchgate.net/publication/254108264_Outcomes_of_the_HighScope_Perry_Preschool_Study_and_ Michigan_School_Readiness_Program

U.S. Department of Health & Human Services. (2010). Head Start Impact Study: Final Report, Executive Summary (35 p.). Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families. Retrieved in 2022, June 7, from https://www.acf.hhs.gov/opre/report/head-startimpact-study-final-report-executive-summary

United Nations. (2022). Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Retrieved in 2022, June 7, from https://sdgs.un.org/goals/goal4

West, Anne. (2020). Legislation, ideas and pre-school education policy in the twentieth century: From targeted nursery education to universal early childhood education and care. British Journal of Educational Studies, 68(5), 567-587. http://dx.doi.org/10.1080/00071005.2020.1804525


Submetido em:
07/06/2022

Aceito em:
26/07/2022

6308c3aaa953952a4b1b0263 rbaval Articles
Links & Downloads

Revista Brasileira de Avaliação

Share this page
Page Sections