Research in high-income countries has established a relation between social and emotional learning (SEL) and academic achievement. However, evidence is lacking from low- and middle-income countries. In this paper we present two studies to address this lack of evidence. In the first study we analyse data from a nationally representative survey of SEL and literacy skills in Grades 1-3 in Kenya. In a multiple regression analysis, 4 of the 5 SEL skills measured – assessor-rated confidence, self-rated confidence, interpersonal negotiation strategies and peer relationships – were independently associated with literacy skills. In addition, children who perceived their learning environment to be supportive also had better literacy skills. A supportive learning environment was a stronger predictor of literacy skills for boys compared to girls. There were inequalities in academic achievement, with children in urban areas, and those with wealthy parents, having better literacy scores than poor children in rural areas. Up to 50% of the academic advantage of wealthy, urban children was explained statistically by their more advanced SEL skills and more supportive learning environment. The second study analysed data from the older cohort of children in the Young Lives longitudinal study. The data analyzed were collected from children in four rounds, when they were 12, 15, 19 and 22 years of age. We found a bidirectional relationship between agency (a child’s sense of control over their life) and their achievement in mathematics. In all countries, mathematics achievement was a predictor of subsequent levels of agency. We found that a child’s agency in a given round was associated equally with their agency and their mathematics achievement in previous rounds. In two countries – India and Vietnam – we also found a relationship in the opposite direction: mathematics achievement depended on previous levels of agency. These relationships are important because other analyses of the same data show that gender inequalities in self-efficacy and agency emerge in late adolescence, with girls increasingly lagging behind boys. An implication of both studies is that programs to promote SEL and supportive learning environments may help reduce learning inequalities based on wealth and between urban and rural students (Study 1) and inequalities based on gender (both studies).

Despite the growing interest in supporting learning through play across many low and middle-income countries, measures of how contexts can support learning through play are lacking. As part of the Playful Learning Across the Years (PLAY) project, the concept of “self-sustaining engagement” was identified as central to learning through play. That is, learning through play is effective because children are deeply engaged in their learning and are self-motivated to learn. The PLAY toolkit was designed to measure how settings – particularly adult-child interactions in those settings – support children’s self-sustaining engagement in learning. The toolkit was developed for use in multiple age-groups across different settings. For the 0-2 age-group, the toolkit assessed support for children’s engagement in the home, largely through interactions between the caregiver and child. These interactions were assessed through observations and through an interview with the caregiver. In the 3-5 age-group, tools were developed to measure support for engagement in the home and the classroom. Tools for the 6-12 age-group were focused only on the classroom. The classroom-based tools had several components. Teacher-child interactions were assessed through observations, a teacher survey and – for the 6-12 age-group only – a student survey. There was also a classroom inventory to assess physical aspects of the classroom – such as materials on the walls – which might support self-sustaining engagement in learning. The toolkit was developed in three phases – the Build phase used qualitative data to understand local concepts of self-sustaining engagement. The Adapt phase used cognitive interviewing and small-scale (approx. 25 schools, centers or homes) quantitative data to refine the tools. In the Test Phase we used large-scale (approx. 150 schools, centres or homes) quantitative data to assess the psychometric properties of the tool. This presentation focuses on these psychometric analyses. Data were collected for the 6-12 age group from Kenya, Ghana and Colombia; for the 3-5 age group from Colombia, Jordan and Ghana; and from Colombia only for the 0-2 age group. Results indicate how the concept of “support for self-sustaining engagement” can be divided into constituent sub-scales and how the different methods of assessment – observation, teacher report and student report – relate to one another. We will discuss plans to develop a final toolkit, based on these analyses, which can help strengthen the evidence base on learning through play.

The Play Accelerator research partner grant presents a unique opportunity to examine five large-scale educational interventions focused on improving learning through play (in Bangladesh, Ghana, Kenya, Rwanda and Vietnam, respectively). One aspect of this activity is determining if and how these five programs change the practice and attitudes of key education stakeholder and whether or not this leads to improved holistic learning outcomes through increasing playful pedagogies. This, in turn, will generate much-needed rigorous evidence on implementing playful pedagogies successfully through government teacher professional development systems at scale. Due to prolonged school closures and other obstacles resulting from COVID-19, this report presents baseline findings collected between June and November 2021 from three of the five Play Accelerator partner programs: Partners in Play Program (P3) implemented by Right to Play in Ghana; Tucheza Kujifunza (TuKu) implemented by Aga Khan Foundation (AKF) in Kenya; and the Scaling Learning Through Play program implemented by the United Nations Children’s Fund (UNICEF) in Rwanda. The goal of this report is to provide comprehensive baseline estimates for these three Learning through Play (LtP) programs. These results will serve two purposes: 1) to provide a starting point against which program impact will be measured at midline and endline, and 2) to provide programs with data-driven recommendations of areas to focus on for improved implementation throughout the remainder of their programming. While the overall evaluation of these programs includes a wide range of research questions that will be addressed at midline and endline, the baseline study focuses specifically on four main research questions: 1. What are the baseline levels of student literacy, numeracy, and social-emotional learning among Grade 1 students in treatment and control schools? 2. What is the baseline state of teachers’ pedagogical practices in the classroom (including LtP) among Grade 1 teachers in treatment and control schools? 3. What are the baseline perceptions of LtP among school-, district-, and community-level stakeholders? 4. What are the enabling factors associated with implementing LtP pedagogical methods in classrooms? What are the barriers associated with implementing LtP pedagogical methods in classrooms?

Efforts to promote playful pedagogies in low- and middle-income countries face many challenges. Among these challenges are the norms of teacher-child interaction that have a strong cultural basis. These norms include children’s reluctance to speak in front of adults, teachers’ desire to avoid embarrassing children and to promote a sense of fairness and togetherness in the classroom (Jukes et al, 2021a). In this paper I suggest an approach for adapting pedagogy to cultural context. The approach involves designing teaching activities to achieve two goals. Building on the work of others (O’Sullivan, 2004; Schweistfurth, 2013), the first is the cognitive learning goal of the activity. The second is the culturally appropriate social goal of the activity. This framing helps to design instructional approaches that promote learning and can be readily taken up by teachers. This approach is particularly effective when teaching activities are co-constructed with teachers (Randolph et al, 2020). In this paper I will discuss 3 studies of teacher perceptions and classroom behaviours in Tanzania that led to the development of this approach (Jukes et al, 2021b). I will also present one example of a teacher co-creation workshop in Tanzania based on the suggested approach to contextualising teaching activities. I will also illustrate the application to the contextualisation of playful pedagogies, based on qualitative research in Kenya and Ghana.

Play has the potential to transform the global learning crisis. In infancy and early childhood, play builds a strong foundation for later learning by improving brain development and growth (Goldstein, 2012). In education systems that lack capacity to support children effectively, play brings its own powerful engine to drive learning—the joyful, engaged intrinsic motivation of children themselves (Zosh et al., 2017). In this way, play contributes to the holistic development of children, helping to prepare them for the challenges of the current and future world. Accordingly, there is an urgent need to improve measurement of playful learning, to be able to add to the evidence base on what the benefits of play are, how playful learning takes place, and how it can be promoted at home and at school across the lifespan. This presentation focuses on a renewed conceptualization of playful learning and describes an innovative approach to measuring how settings contribute to playful learning for children ages 0 to 12, supported by the Lego Foundation. The settings we examine include homes, classrooms and ECD centers. Following Tseng and Seideman (2007), we view settings as consisting of social interactions (i.e. between teachers or caregivers and children) and the organization of resources (e.g. learning materials, games). First, we will present our conceptual framework which identifies six constructs to guide our measurement strategy. The constructs, such as ‘support for exploration’, represent the ways in which a setting supports playful learning. Next, we will present our contextualization framework which guides how we are adapting and modifying the measurement tools to different contexts. The tool consists of a protocol to observe adult-child interactions and survey measures conducted with teachers, caregivers and primary school pupils. As part of the development process for these measurement tools, observation and survey measures will go through a three-phase development process in Kenya, Ghana, Colombia, and Jordan. The Build phase involved collecting qualitative data from teachers, caregivers and students to understand their perception of playful learning and how it is supported at home and at school. Next, an Adapt phase took place where the initial versions of the measurement tools underwent cognitive interviewing, field adaptation, and a small pilot to adjust and extend the items in the tool. The third Test phase is a full pilot of the instruments, and the data will undergo rigorous psychometric analyses to review the validity and reliability of the tools in the four country contexts. We will use the results to adjust the instruments and to finalize the conceptual framework and contextualization strategies. The final toolkit will be publicly available towards the end of 2022 with supporting materials for contextualization, piloting, training and analysis. The toolkit will be available on a public platform designed to promote sharing of data collected using the tool and to collaborate to continually improve approaches to measuring support for playful learning.

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs). These shortcomings are particularly concerning given the substantial learning loss due to COVID-19 from which many systems are suffering. The Learning at Scale study identified eight of the most effective large-scale education programs in LMICs and now is examining what factors contribute to successful improvements in learning outcomes at scale (see list of programs on last page of this brief). These programs were selected based on their demonstrated gains in reading outcomes at-scale, from either midline or endline impact evaluations. The study addresses three overarching research questions, focused on understanding (1) the components of instructional practices (Brief 1), (2) instructional supports (Brief 2), and (3) system supports (Brief 3) that lead to effective instruction. This brief focuses specifically on system supports. It addresses the following research question: What system supports are required to deliver effective training and support to teachers and to promote effective classroom practices?

Learning outcomes are low and instruction is poor in many low- and middle-income countries (LMICs). These shortcomings are particularly concerning given the substantial learning loss due to COVID-19 from which many systems are suffering. The Learning at Scale study identified eight of the most effective large-scale education programs in LMICs and now is examining what factors contribute to successful improvements in learning outcomes at scale (see list of programs on last page of this brief). These programs were selected based on their demonstrated gains in reading outcomes at-scale, from either midline or endline impact evaluations. The study addresses three overarching research questions, focused on understanding (1) the components of instructional practices (Brief 1), (2) instructional supports (Brief 2), and (3) system supports (Brief 3) that lead to effective instruction. This brief focuses specifically on instructional supports. It addresses the following research question: What methods of training and support lead to teachers adopting effective classroom practices in successful, large-scale literacy programs?

The Learning at Scale study aimed to investigate factors contributing to successful improvements in learning outcomes at scale in eight of the most effective large-scale education programs in LMICs (see the map of programs on the last page of this brief). These programs were selected based on their demonstrated gains in reading outcomes at-scale, from either midline or endline impact evaluations. The study addressed three overarching research questions, focused on understanding the components of instructional practices (Brief 1), instructional supports (Brief 2), and system supports (Brief 3) that lead to effective instruction. This brief focuses specifically on instructional practices. It addresses the following research question: What classroom ingredients (e.g., teaching practices, classroom environment) lead to learning in programs that are effective at scale?

The Learning at Scale study was designed to identify existing early grade reading programs with demonstrated impact on basic skills at scale and to conduct in-depth investigations of these programs to determine what makes them successful. After an extensive search, eight programs (spanning seven countries) were selected for inclusion in the study. Research on these programs has been conducted in order to answer the three overarching research questions, focused on understanding the components of instructional practices, instructional supports, and system supports that lead to effective instruction. Learning at Scale data collection activities for some of these programs were delayed due to COVID-19. However, with demand for information about how to implement effective interventions at large scale at an all-time high, we believe that the timely sharing of findings from Learning at Scale is essential. Accordingly, this interim report provides preliminary findings from our study to date, highlighting key high-level findings across all eight programs, as well as quantitative and qualitative findings from primary research for select programs. The Learning at Scale study is led by RTI International, as part of the Center for Global Development (CGD) education research consortium, funded by the Bill and Melinda Gates Foundation.

Literacy instruction programs have arguably had limited success because they focus on the technical – but not the social – aspects of literacy instruction. Reform efforts in sub-Saharan Africa have regularly failed to shift pedagogy away from teacher-led whole-class direct instruction to activities that are more effective for learning. In part, the failure is due to a lack of recognition of the social nature of classrooms where teacher-child interactions are conditioned by cultural predispositions. New research from Tanzania identified such challenges to pedagogical reform and points to potential solutions. One approach focuses on the child - to develop their social and emotional competencies. Teachers in Mtwara, Tanzania - but not parents – think that confidence and curiosity are important for student learning and report that interactive teaching activities are less effective in rural areas where students lack these competencies. Evidence suggests that building students’ confidence to participate in class is achievable relatively quickly. A second approach is to adapt teaching activities. Teachers in Tanzania report reluctance to implement teaching activities that undermine the social goals of instruction, such as avoiding embarrassment and promoting a sense of fairness and togetherness in the classroom. Instruction would be more effective if activities are co-designed with teachers to achieve both the social goals and the cognitive/learning goals of teaching.