Early Childhood Development

This "At A Glance" guide presents an overview of the Kenya Tayari program in Kenya. This four year program has supported the Kenyan Ministry of Education and County Governments to improve quality of early childhood development and education (ECDE) for over 240,000 young children.

This brochure describes the CIFF-funded Kenya Tayari program, which aimed to improve the quality of pre-primary education in four counties in Kenya.

This brochure describes the CIFF-funded Kenya Tayari program, which aimed to improve the quality of pre-primary education in four counties in Kenya.

‘Tayari’, a Swahili word meaning ‘ready’, aims to increase the proportion of pre-primary children transiting to primary school with requisite school readiness competencies. The expected result of the Tayari pilot program is improved learning outcomes.

The USAID/Uganda Literacy Achievement and Retention Activity (LARA) undertook an assessment of an eight-week social and behavior change communication (SBCC) pilot campaign in the Ssekanyonyi Coordinating Center, Mityana district.

Interest inmeasuring executive function skills in young children in lowand middle-income country contexts has been stymied by the lack of assessments that are both easy to deploy and scalable.

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 findings of a national survey of parents regarding enrollment in preprimary education (kindergarten) in Jordan. The findings are surprising because they suggest that the real enrollment rate is significantly higher than what government statistics indicate.

This paper highlights patterns in school enrollment indicators that affect the efficiency and effectiveness of education systems in a set of low-income countries: those that have expanded access quickly in the last decade or two, but have not yet absorbed that expansion efficiently.