Adaptation and Application of the Measuring Early Learning Quality and Outcomes (MELQO) Framework to Early Childhood Education Settings in Colombia

Ponguta, Liliana Angélica; Maldonado‐Carreño, Carolina; Kagan, Sharon Lynn; Yoshikawa, Hirokazu; Nieto, Ana María; Aragón, Carlos Andrés; Mateus, Angy; Rodríguez, Ana; Motta, Andrés; Varela, Lucero Ramirez; Guerrero, Paola A.; Escallón, Eduardo

doi:10.1027/2151-2604/a000361

Cited by 17 publications

(17 citation statements)

References 5 publications

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“…The current set of widely used tools may miss important elements, and (if allowed) leave adaptation in the hands of each user. There is a small but growing evidence base on the utility of "bottom-up" classroom observation tools to capture important elements of classroom quality, but these also raise challenges of comparability across contexts as there has yet to be systematic documentation of adaptation processes (see Ponguta et al, 2019, for an exception). Such information could generate knowledge about how to capture elements of the classroom context that are differentially valued across diverse settings.…”

Section: Discussionmentioning

confidence: 99%

Measuring the Quality of Early Childhood Education in Low- and Middle-Income Countries

Chen¹,

Wolf

2021

Front. Psychol.

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Young children’s access to early childhood education (ECE) is increasing in low- and middle-income countries (LMICs), though often without attention to service quality. Monitoring quality requires classroom observations, but most observation tools available were developed in high-income western countries. In this article, we examine key issues in measuring ECE quality in LMICs and consider challenges and opportunities in balancing theoretical grounding, cultural- and contextual-adaptation, and empirical rigor. We then review the literature on observed classroom quality in LMICs, focusing on process quality. We find limited evidence that the constructs identified in high-income countries replicate in LMICs. Further, the very limited evidence that ECE quality measures used in LMICs predict child outcomes is almost exclusively cross-sectional and associations are mixed. We conclude by discussing how future research can build a stronger knowledge base about ECE quality and child development globally.

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Section: Discussionmentioning

confidence: 99%

Measuring the Quality of Early Childhood Education in Low- and Middle-Income Countries

Chen¹,

Wolf

2021

Front. Psychol.

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“…All measures will be adapted and piloted for the local socio-cultural and language context [53]. The classroom observation tool will be adapted for use in LEAPS from the Measure of Early Learning Environments (MELE) module of the Measuring Early Learning Quality and Outcomes (MELQO) tool [54] and the Instrument for Measuring Quality of Early Childhood Education in Colombia (IMCEIC) [55]. Targeted outcomes and covariates are selected to align with the LEAPS program theory of change (see Fig.…”

Section: Outcomes Mediators and Covariatesmentioning

confidence: 99%

Evaluating implementation of LEAPS, a youth-led early childhood care and education intervention in rural Pakistan: protocol for a stepped wedge cluster-randomized trial

Yousafzai

Sudfeld

Franchett

et al. 2021

Trials

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Background The Sustainable Development Goals (SDGs) highlight the importance of investments in early childhood care and education (ECCE) and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training, and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18–24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5–5.5 years, in rural Sindh, Pakistan. Methods We use a stepped wedge cluster-randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three 7-month steps (33 clusters/step). The primary outcome is children’s school readiness (indexed by the total score on the International Development and Early Learning Assessment (IDELA)). Secondary child outcomes are children’s IDELA domain scores and executive functions. Data are collected in cross-sectional surveys of 1089 children (11 children/cluster from 99 clusters) aged 4.5–5.5 years at four timepoints (baseline and at the end of each step). Additionally, we will enroll three non-randomized youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every 7 months thereafter to measure secondary outcomes of youth personal and professional development, depressive symptoms, and executive functions. A non-randomized school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will also be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two timepoints midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, and the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost per beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Discussion Youth-led models for ECCE offer a promising approach to support young children and youth. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. Trial registration ClinicalTrials.govNCT03764436. Registered on December 5, 2018.

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“…These include systems-level analyses of ECD governance and finance as well as some of the first assessments of ECD service quality at scale in resource-constrained settings (Britto et al, 2014;Ponguta et al, 2019b;Ponguta et al, 2019c).…”

Section: Pathways To a More Peaceful And Sustainable Worldmentioning

confidence: 99%

“…Guided by Zigler's approach to policy analysis and advocacy, a new generation of translational and applied research has addressed the need to assess the equitability and quality of ECD services in LMICs. These include systems-level analyses of ECD governance and finance as well as some of the first assessments of ECD service quality at scale in resource-constrained settings (Britto et al, 2014;Ponguta et al, 2019bPonguta et al, , 2019c.…”

Section: Closing Remarksmentioning

confidence: 99%

Pathways to a more peaceful and sustainable world: The transformative power of children in families

et al. 2020

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This article provides an overview of selected ongoing international efforts that have been inspired by Edward Zigler's vision to improve programs and policies for young children and families in the United States. The efforts presented are in close alignment with three strategies articulated by Edward Zigler: (a) conduct research that will inform policy advocacy; (b) design, implement, and revise quality early childhood development (ECD) programs; and (c) invest in building the next generation of scholars and advocates in child development. The intergenerational legacy left by Edward Zigler has had an impact on young children not only in the United States, but also across the globe. More needs to be done. We need to work together with a full commitment to ensure the optimal development of each child.

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Adaptation and Application of the Measuring Early Learning Quality and Outcomes (MELQO) Framework to Early Childhood Education Settings in Colombia

Cited by 17 publications

References 5 publications

Measuring the Quality of Early Childhood Education in Low- and Middle-Income Countries

Measuring the Quality of Early Childhood Education in Low- and Middle-Income Countries

Evaluating implementation of LEAPS, a youth-led early childhood care and education intervention in rural Pakistan: protocol for a stepped wedge cluster-randomized trial

Pathways to a more peaceful and sustainable world: The transformative power of children in families

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