Harnessing the power of global data to support young children's learning and development: Analyses, dissemination and implementation

利用全球数据的力量支持幼儿的学习和发展：分析、传播和实施

• 批准号: ES/T003936/1
• 负责人: Alan Stein
• 金额: $ 248.83万
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FT003936%2F1
• 关键词: Harnessing; power; global; data; support

The 2017 Lancet Series, Advancing Early Childhood Development: From Science to Scale, estimated that 43% of children under 5 years in LMICs (250m children), were at risk of not reaching their potential because they had stunted linear growth or lived in extreme poverty. The proportion of children at risk increases appreciably when additional risk factors are considered, especially low maternal schooling and child maltreatment. Living in poor and unstimulating conditions affects young children's learning and development. Children exposed to poverty and adversity explore and learn less than children not exposed to these stresses; they learn less at school and achieve fewer school grades; earn less as adults; have more social problems, and poorer physical and mental health. We will study barriers and accelerators to learning in LMIC ECE programmes, at home and in communities, as well as associations between early learning and indicators of child development and school performance. We will estimate their longer-term effects on education and earnings in adulthood. We will use descriptive and statistical analyses of secondary data collected through representative country surveys and research studies. As an established group of multi-disciplinary and multi-country experts and collaborators, we build on prior success in sourcing and analysing data from 91 LMICs by including early education and expanding to 137 countries. Global data, presented along the continuum of the early years, breaks down the false dichotomy between ECD and ECE, between care and education, and between learning at home and in formal programmes, and supports multi-sectoral actions along different stages of the life-course. We will expand our global analyses of threats to ECD by examining gender, location and wealth, services and family supports for young children, and policies that create facilitating environments for families and children. We will, for the first time, link indicators of the structural quality of ECE (eg teacher-child ratios) to contexts and child outcomes in LMICs. Process quality (eg teacher- and caregiver-child interactions), on which there is as yet no global data, will be studied through case studies in 5 countries, one in each of five regions of the world. We will source data on government, development assistance and household expenditures on pre-primary education; extract further country micro-data on contexts in which young children develop and learn; update nationally representative data on young children, services and policies to the most recent survey dates available, and develop new composite indicators of barriers and accelerators of young children's learning and development. Through partnerships with regional networks of ECD-ECE government and stakeholder teams, the project will help to build research capacity in ECD-ECE, and increase the use of data for decision-making, action and monitoring in 20 countries. We will use the results to provide evidence-based support to engage international human rights law, especially the right to education and the rights of the child, in advancing progress towards achieving the SDG goals of universal access by 2030. This research will address the gap in the evidence base for a unified approach to ECD and ECE. The findings will support the development of the right to education by providing a holistic approach to guide early development and educational interventions. It will demonstrate the strength of interdisciplinary work in cross-fertilizing data analysis and legal research in building strong foundations for translation into policy and regulatory change. Given the evidence on the critical roles of ECD-ECE on learning and wellbeing in the short, medium and longer term, the project has important implications for development and welfare in countries on the DAC list. This large-scale global approach is critical to support and guide policy and investments.

2017年《柳叶刀》系列报告《促进儿童早期发展：从科学到规模》估计，中低收入国家43%的5岁以下儿童（2.5亿儿童）面临无法发挥潜力的风险，因为他们的线性生长发育迟缓或生活在极端贫困中。如果考虑到其他风险因素，特别是母亲受教育程度低和儿童受虐待，面临风险的儿童比例明显增加。生活在贫穷和缺乏刺激的条件下会影响幼儿的学习和发展。与没有面临这些压力的儿童相比，面临贫困和逆境的儿童探索和学习的较少;他们在学校学到的较少，取得的成绩较少;成年后收入较少;有更多的社会问题，身心健康较差。我们将研究在LMIC ECE方案中学习的障碍和加速器，在家里和社区，以及早期学习与儿童发展和学校表现指标之间的关联。我们将评估它们对成年后教育和收入的长期影响。我们将对通过代表性国家调查和研究收集的二手数据进行描述性和统计分析。作为一个由多学科和多国专家和合作者组成的成熟团队，我们在之前成功地从91个中低收入国家获取和分析数据的基础上，将早期教育纳入其中，并扩展到137个国家。沿着早年连续体提出的全球数据打破了幼儿发展与幼儿教育、照料与教育、在家学习与正规方案学习之间的错误二分法，并支持沿着生命历程的沿着不同阶段采取多部门行动。我们将通过审查性别、地点和财富、服务和家庭对幼儿的支持以及为家庭和儿童创造有利环境的政策，扩大对幼儿发展所面临威胁的全球分析。我们将首次将幼儿教育结构质量的指标（如教师与儿童的比例）与低收入国家的背景和儿童成果联系起来。过程质量（如教师与儿童的互动），目前还没有全球数据，将通过在5个国家的案例研究进行研究，世界五个地区各一个。我们将收集关于政府、发展援助和家庭学前教育支出的数据;进一步提取关于幼儿发展和学习环境的国家微观数据;更新关于幼儿、服务和政策的具有国家代表性的数据，使其符合现有的最新调查日期，并制定关于幼儿学习和发展的障碍和加速因素的新的综合指标。通过与欧洲经委会-欧洲经委会政府和利益攸关方小组区域网络的伙伴关系，该项目将帮助建设欧洲经委会-欧洲经委会的研究能力，并在20个国家增加使用数据进行决策、行动和监测。我们将利用这些结果提供基于证据的支持，以使国际人权法，特别是受教育权和儿童权利，在实现到2030年普及可持续发展目标方面取得进展。这项研究将解决证据基础中的差距，以便对幼儿发展和幼儿教育采取统一的办法。研究结果将通过提供一种指导早期发展和教育干预的整体方法，支持发展受教育权。它将展示跨学科工作在跨学科数据分析和法律的研究方面的实力，为转化为政策和监管变革奠定坚实的基础。鉴于有证据表明，从短期、中期和长期来看，经合组织-欧洲经委会在学习和福祉方面发挥着关键作用，该项目对发援会名单上国家的发展和福利具有重要影响。这种大规模的全球办法对于支持和指导政策和投资至关重要。

项目成果

Advancing Equity in Early Childhood Development in China: Progress in Meeting Sustainable Development Goal Target 4.2

• DOI: 10.1177/2212585x231175499
• 发表时间: 2023-05
• 期刊: International Journal of Chinese Education
• 作者: Zeyi Li;N. Rao

New beginnings: The right to equality and early childhood care and education

新的开始：平等权以及幼儿保育和教育

• DOI: 10.1080/02587203.2023.2214372
• 发表时间: 2023
• 期刊: South African Journal on Human Rights
• 影响因子: 0.9
• 作者: Fredman S

Recognizing Early Childhood Education as a Human Right in International Law

将幼儿教育视为国际法中的一项人权

• DOI: 10.2139/ssrn.3964160
• 发表时间: 2021
• 期刊: SSRN Electronic Journal
• 作者: Fredman S

Associations between parental well-being and early learning at home before and during the COVID-19 pandemic: observations from the China Family Panel Studies.

• DOI: 10.3389/fpsyg.2023.1163009
• 发表时间: 2023
• 期刊: Frontiers in psychology
• 影响因子: 3.8
• 作者: Dong S;Rao N
• 通讯作者: Rao N

A human rights approach: The right to education in the time of COVID-19: Commentary on COVID-19 Special Section.

• DOI: 10.1111/cdev.13654
• 发表时间: 2021-09
• 期刊: Child development
• 影响因子: 4.6
• 作者: Fredman S