Examining the Utility of the Early Childhood Development Index (ECDI) among Children in the Nigeria Context

Abstract

An estimated 6 million children under the age of five in Nigeria (out of nearly 31 million) risk not reaching their full developmental potential. The dearth of context-relevant measures poses a challenge to the planning and implementation of effective interventions. This study assesses the utility of the Early Childhood Development Index (ECDI) in Nigeria. We used the Multiple Indicator Cluster Surveys to track progress among 3- to 4-year-old children (n = 11,073); 3-year-old, 51%; female, 49%. Using random calibration samples, the results from psychometric tests indicate that while over half of the children were on track in their development based on the ECDI, the instrument had low to average internal consistency and weak face validity, suggesting an inadequacy in capturing ECD information of value. At the outset of the launch of the new ECDI2030, the results of this study point to the need for continued discourse and advocacy for the use of culturally appropriate measures of child development, and a child-centered community engagement approach. This is essential in ensuring accountability and responsive interventions for the children served and their families.

The Power of Research and Stakeholder Collaboration in Enhancing Early Childhood Care and Education in Low- and Middle-Income Countries

“…To gain a better understanding of existing gaps not only on children’s developmental and educational status but also on ECCE service quality, effective data collection and monitoring is essential [ 14 ]. However, many of the existing assessment and monitoring tools are developed in Western, Educated, Industrialised, Rich, and Democratic (WEIRD) contexts, which are not necessarily culturally or contextually relevant or applicable in LMICs [ 15 ]. Considering the aforementioned concerns, this timely Special Issue addresses the gaps and challenges prevalent in LMICs and contributes to paving the way forward in supporting and promoting equity in access to quality education for all.…”