Sitabkhan, Y.

The quality of instruction in the classroom is key to children's learning and development. This brief looks at the dimensions of guided play, emergent literacy, emergent mathematics, and language of instruction on the quality of instruction.

Training opportunities and appropriate teacher curriculum are often insufficient, and effective regulatory frameworks for preparing, staffing, and monitoring ECE teachers are often lacking.

Governance and financing of early childhood education (ECE) are complex, involving multiple actors, levels, objectives, and approaches, from general expansion of education access to targeted coverage of the most underserved.

This report examines available evidence from the Asia region on the current state of ECE interventions, focusing on the 10 countries in the region3 that currently benefit from US Agency for International Development (USAID) education programming.

Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program.

This paper explores an innovative assessment framework for measuring children’s formal and informal mathematical knowledge.

There is a large body of evidence substantiating the importance of mathematical literacy and the key role of foundational mathematics in early years of education on later academic outcomes (Duncan et al., 2007; Duncan & Magnuson, 2011; Hanushek & Woessmann, 2008; Siegler et al., 2012).

This paper examines common instructional strategies in early grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries.

This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects.

CIES 2018 Presentation, given by Yasmin Sitabkhan.