The Quality of Learning and Care at Community-Based Early Childhood Development Centers in Malawi

This exploratory study examined the strengths and weaknesses in the quality of early childhood care and learning at selected community-based childcare centers (CBCCs) in Malawi, and aimed to understand underlying challenges and opportunities that may be addressed to improve quality and ultimately children’s outcomes. Classroom environments and interactions were systematically observed at 12 CBCCs. Early childhood caregivers were surveyed, and in-depth interviews were conducted with key informants from the community. Areas of relative strength at the CBCCs included the physical environment, adultchild interactions, and inclusiveness. However, the CBCCs struggled substantially with the quality of learning and play opportunities; the availability of play and learning materials; and the quality of instruction for literacy, numeracy, and science. Underlying challenges that emerged from surveys and interviews included the CBCCs’ reliance on unskilled and volunteer caregivers, lack of materials, lack of food for children, and lack of interest from parents in the CBCCs. A fundamental strength was that in almost all the communities, key stakeholders were aware of the challenges, were motivated and committed to improving quality at their CBCCs, and had already taken actions to address specific problems. CBCCs in Malawi hold tremendous potential to provide early childhood services to the most vulnerable children; however, communities need to be supported to improve the quality of learning and care at these centers to maximize the benefits for children’s development and long-term outcomes

The Quality of Learning and Care at Community-Based Early Childhood Development Centers in Malawi

This exploratory study examined the strengths and weaknesses in the quality of early childhood care and learning at selected community-based childcare centers (CBCCs) in Malawi, and aimed to understand underlying challenges and opportunities that may be addressed to improve quality and ultimately children’s outcomes. Classroom environments and interactions were systematically observed at 12 CBCCs. Early childhood caregivers were surveyed, and in-depth interviews were conducted with key informants from the community. Areas of relative strength at the CBCCs included the physical environment, adult child interactions, and inclusiveness. However, the CBCCs struggled substantially with the quality of learning and play opportunities; the availability of play and learning materials; and the quality of instruction for literacy, numeracy, and science. Underlying challenges that emerged from surveys and interviews included the CBCCs’ reliance on unskilled and volunteer caregivers, lack of materials, lack of food for children, and lack of interest from parents in the CBCCs. A fundamental strength was that in almost all the communities, key stakeholders were aware of the challenges, were motivated and committed to improving quality at their CBCCs, and had already taken actions to address specific problems. CBCCs in Malawi hold tremendous potential to provide early childhood services to the most vulnerable children; however, communities need to be supported to improve the quality of learning and care at these centers to maximize the benefits for children’s development and long-term outcomes

Ready Schools in Pakistan: School and Classroom Factors Associated with Children's Success in Early Primary

The school system in Pakistan seems to be failing children from the very start – with low levels of enrolment, retention (staying in school), and learning, especially in early primary. What makes a ready school in Pakistan, a school that is ready to support children they first transition into early primary? This study used mixed methods to investigate school and classroom factors associated with children’s transition outcomes: entry, adjustment, and learning in early primary. Quantitative methods examined relationships between school factors and transition outcomes at 35 schools. Grade 1 enrolment was higher at schools in urban areas, with better toilet and water facilities, with higher levels of intervention in the Grade 1 classroom, and with pre-primary programmes, particularly better quality pre-primary classrooms. Grade 1 attendance rates were also higher at schools with pre-primary programmes. Grade 1 learning achievement scores were associated with levels of intervention in the Grade 1 classroom, as well as with Grade 1 and pre-primary classroom quality. Qualitative interviews and focus group discussions were conducted at four of the schools. Grade 1 teachers and parents were asked about their perspectives on school factors affecting children’s transition outcomes. Respondents highlighted the affordability of government schools as important for children’s enrolment. The teacher’s attention towards children was described as affecting children’s attendance and retention. For children’s adjustment to school, respondents emphasized the teacher’s approach and interactions towards children, peer interactions, and pre-primary programmes easing the transition. For children's learning, respondents gave importance to the teacher’s instructional effectiveness, in addition to her/his attention and approach towards children. In addition, Grade 1 children’s perspectives on their school were gathered through drawings and interviews. In their drawings, children focused on peers, particularly siblings and close cousins, as well as elements of the school’s physical environment (e.g., furniture). These findings indicate that education reforms in Pakistan should focus on improving access and quality in government-provided education, developing teachers’ relational skills as well as instructional skills, and providing pre-primary education.Ph.D