Poster #169 - Examining Early Learning Quality in a Sub-Saharan Africa National Study using MELQO

• In Event: 2-002 - Special Poster Session 05 with Continental Breakfast Reception
  In Poster Session: PS 05 - International Section

Integrative Statement

Currently, there is a shift in the literature surrounding early childhood care and education (ECCE); researchers are attempting to better understand the impact of quality in early childhood classrooms. While there is a robust body of literature addressing quality pre-primary learning experiences in the United States ((Biersteker, Dawes, Hendricks & Tredoux, 2016),; there are is a limited body of literature surrounding ECCE in low and middle income countries (LMIC) (e.g. StriveTogether; Grossman, Lombard & Fisher, 2014; Gove & Black, 2016; McCoy, Peet, Ezzati, Danaei, Black, Sudfeld, et. al., 2017). ECCE is highlighted in the United Nation’s Sustainable Development Goal 4.2. A part of addressing the goal is to establish high quality preprimary experiences for children globally. Due to the complex nature associated with quality it can be difficult to understand the aspects of quality that are universal and those that are culturally sensitive. UNICEF, Brookings Institute, and World Bank are currently attempting to establish a set of tools, measuring early learning quality and outcomes (MELQO) to examine early childhood outcomes (Raikes, 2017). The set of tools can be used to examine classroom quality and child outcomes. MELQO has been used in various countries including Africa, South America and Asia with an increased number of countries requesting the use of the MELQO tools. One of the key elements of MELQO is the adaptation of the tools by each context. Through the adaption process countries are able to access culturally relevant tools to assess ECCE and to support further growth.
The poster examines a country in Sub-Saharan Africa's study of early childhood care and quality. The country adapted the MELQO tools for a national study of quality in ECCE. The proposed poster will present data from the national study and examine the following research questions 1) How does a teacher’s level of education impact their pedagogy? 2) How does the number of years a teacher has taught in pre-primary settings impact pedagogy? 3) How does a teacher’s motivation for becoming a teacher impact pedagogy?
Data were collected from 247 preschool classrooms and 222 early childhood teachers. Preliminary descriptive data show variability in teacher characteristics (table 1). 27.7% of teachers had an education level of diploma or higher. Teachers also had an average of 9.1 years of pre-primary teaching experience. 62.7% of teachers identified having an interest in children as the motivation for becoming a teacher. Preliminary findings also show differences among pedagogy in early childhood classrooms (table 2) with classrooms demonstrating a mean score of 2.157. Findings for research question 1,2 and 3 are in progress and will be showcased in the poster.
One of the challenges of the current study is whether the information gained from the MELQO tools are culturally relevant in addressing quality ECCE. One key aspect is how the information will be used to effect change on a policy level. The current poster will illuminate the alignment between leaders, parents and classroom quality and results will be disseminated broadly to help facilitate change in LMICs.

Authors

• Anna Burton, University of Nebraska-Lincoln
  Presenting Author

• Abbie Raikes, University of Nebraska - Medical Center
  Non-Presenting Author

• Dawn Davis, University of Nebraska - Lincoln
  Non-Presenting Author