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La experiencia de la Encuesta Longitudinal de la Primera Infancia

DAVID BRAVOP.Universidad Católica de Chile

[email protected]

Lima, Septiembre 20-22, 2016

Aspectos a desarrollar

1. Lo que motivó su implementación

2. Actores involucrados

3. El diseño de la encuesta

4. Algunos resultados y usos de la encuesta

5. Mediciones futuras

6. Principales desafíos y lecciones

1. Lo que motivó su implementación

• La Encuesta Longitudinal surge desde el mundo académico, a partir de un conjunto de preguntas de investigación.

• Ocurre en el contexto de una priorización de la agenda de infancia temprana en Chile.

Motivación

• ¿Qué ocurre con las brechas socioeconómicas en los primeros años de vida en Chile?

• Investigación en USA mostraba que las brechas en el ámbito cognitivo y en otras dimensiones emergen tempranamente en el ciclo de vida.

• Un volumen de literatura creciente muestra los efectos de largo plazo del desarrollo en la primera infancia.

• La importancia del desarrollo socioemocional.

Motivación

• Agenda de investigación motivada para:

• Medir brechas tempranas;

• Evaluar y entender el rol de la educación inicial en el desarrollo con una perspectiva multidimensional;

• Orientar y ser de utilidad en el diseño de políticas públicas.

• Para ello, se requería contar con nuevos y mejores datos.

Motivación

• Evidencia internacional sugiere efectos positivos de intervenciones en la primera infancia (Engle et al 2007; Bouillon y Tejerina, 2007; Schady, 2006; Behrman et al 2004; Noboa y Urzúa 2010; Heckman, 2010). Pero, ¿podemos extrapolar?

• Se está aprendiendo respecto de los mecanismos que subyacen estos efectos (¿a través de aspectos cognitivos y/o socioemocionales? ¿a través de los padres? ¿calidad de la educación inicial? ¿cómo intervenir? ¿cuándo? ¿por cuánto tiempo?)

Motivación

• Importantes limitaciones de los estudios disponibles:

• Muestras pequeñas y no representativas a nivel nacional;

• Usualmente basados en modelos estáticos;

• Intervenciones de escala limitada;

• Correlación versus causalidad;

• Pocos estudios con información para permitir análisis costo-beneficio.

Motivación

• La agenda de investigación diseñada incluía 3 componentes:

• DATOS: con una recolección bien diseñada;

• ECONOMETRÍA/ESTRATEGIA DE IDENTIFICACIÓN: Para aprovechar variaciones de políticas y buenos datos.

• EXPERIMENTOS: Para proveer variación útil para el diseño de políticas (Información, currículum, coeficientes técnicos, etc.)


• Fuerte influencia por colaboración desde 2000 con profesor J.Heckman (U.Chicago).

• Desde 2002, colaboración continua con J.Behrman(U.Pennsylvania) en estudio longitudinal (Protección Social).

• S.Urzúa, graduándose de U.Chicago.

• Encuesta se planificó en 2008 y en 2009 se materializa alianza con el Sector Público.


• Principal actor público involucrado en 2009 es el Ministerio de Hacienda.

• Su decisión de implementación de la encuesta se operacionaliza a través del Ministerio de Educación. Financiamiento principal proviene de esta entidad.

• En 2009 se realiza estudio piloto.

• En 2010 se implementa la Primera Ronda y en 2012 la Segunda.


• En 2009 para la definición de los instrumentos a aplicar, se incorporó Patrice Engle al equipo académico.

• Posteriormente Lia Fernald.

• En 2012 la Encuesta se implementa a través del Ministerio del Trabajo (financiamiento principal).

• En 2009 equipo académico (liderado por J.Behrman) obtiene financiamiento vía Grant del NIH.


• Investigadores principales:

• David Bravo (U.Chile hoy U.Católica)

• Jere Behrman (U.Pennsylvania)

• Sergio Urzúa (Maryland, U.Católica)

• Lia Fernald (U.C.Berkeley)

• Implementada por equipo del C.Microdatos (U.Chile) desde 2014 en U.Católica


Diseño Muestral:

• Para Encuesta 2010 se seleccionan aleatoriamente 15 mil nacidos vivos de los registros de nacimiento entre 1/1/2006 y 31/8/2009.

• Para Encuesta 2012 se adicionan al panel otros 3 mil nacidos vivos entre 1/9/2009 y 31/12/2011.

• Marco muestral: Aproximadamente 1,5 millones de nacidos en el período.

• Ventajas de la Información obtenida desde el muestreo.


Diseño Muestral:

• Una vez seleccionada la muestra, el Registro Civil proveyó direcciones e información de los padres.

• Colaboración: Steve Heeringa (ISR, Michigan)


Implementación:

VISITA 1:

• Encuestadores aplican cuestionario a la madre y obtienen consentimientos para segunda visita.

• Cuestionario recoge información sobre cada uno de los miembros del hogar para luego concentrarse en la madre(tutor) del niño(a) seleccionado(a).

VISITA 2:

• Psicólogas(os) aplican instrumentos sobre niños(as) y madres (tutores).


El cuestionario aplicado por los encuestadores:

ELPI 2010Module Description

A

Household Composition: It contains information that identifies whether the person that answers

the survey is the biological mother or not, and if the selected child has a twin-brother. It also contains the most important socio-economic characteristics of the household’s members, which includes the relationship with the selected child, age, gender and marital status, among others.

B Education: It contains information on the education level and the administrative characteristics of the child-care establishments of each household’s members.

C Employment Status: It contains information on the occupational status and job characteristics for of each household’s members that are more than 15 years old.

D Household Income: It contains information on the income and salary for each family member (which also includes subsidies, pensions and rent, among others).

The following questions are made only for the interviewee (usually the child’s mother or caregiver)

E Social Protection: It contains data on access to the health system.

F Assets and Equity: It contains characteristics of the home as artefacts and/or services, type of housing, predominant construction material and the number of rooms, among others.

G

Mother's pregnancy: It contains information (twelve questions) on biological mother’s health status during pregnancy (pregnancy control, diseases, medical conditions, nutritional status, certain circumstances that may have occurred during pregnancy, etc.). The nexr questions include information about birth (birth establishment and condition, complications during birth, months that the child was breastfed, etc.).

H Learning and Chile Grows with You: It contains information about activities, games, learning materials used by the child, and about the participation in the Chile Grows with You program.

I Immunization: It contains information from the child’s immunization (vaccination information).

J Child Care: The module is performed for 8 time periods for the child, starting when he/she is 0-3 months old to 5 years old of age. It contains information related to child-care centres and mother’s employment.

K Selected Child's Biological Father: It contains information about the biological father in terms of educational, occupational and socioeconomic status.


A

Household Identification: It contains information that identifies whether the person that answers the survey is the

biologicalmotherornot,andiftheselectedchildhasatwin-brother.

B

Mother's pregnancy: It contains information (twelve questions) on biological mother’s health status during

pregnancy (pregnancy control, diseases, medical conditions, nutritional status, certain circumstances that may have

occurred during pregnancy, etc.). The nexr questions include information about birth (birth establishment and

condition,complicationsduringbirth,monthsthatthechildwasbreastfed,etc.).

C Immunization:Itcontainsinformationfromthechild’simmunization(vaccinationinformation).

D

Labor History of the primary caregiver: It contains information about the employment history of the primary

caregiver since January 2004 until the date of the interview, such as occupational status, type of work, among

others.

E

Child Care: The module is performed for 10 time periods for the child, starting when he/she is 0-3 months old to 5

yearsoldofage.Itcontainsinformationrelatedtochild-carecentresandmother’semployment.

F

Habits / Life at Home: Contains information on sleep habits, eating habits, habits of hygiene and child's gaming

habits.Italsocontainsinformationaboutthe"ChileGrowswithYou"'.

G

Meaning of Work and Family Responsibilities: Contains information on women's perceptions about the role of

women,workandfamily.


H

Earthquake: Identify the impact of destruction suffered by the houses of the children and contains information

aboutthechild'sresidenceatthetimeoftheearthquake.

I

Household Composition: It also contains the most important socio-economic characteristics of the household’s

members,whichincludestherelationshipwiththeselectedchild,age,genderandmaritalstatus,amongothers.

J

Education: It contains information on the education level and the administrative characteristics of the child-care

establishmentsofeachhousehold’smembers.

K

Employment Status: It contains information on the occupational status and job characteristics for of each

household’smembersthataremorethan15yearsold.

L

Household Income: It contains information on the income and salary for each family member (which also includes

subsidies,pensionsandrent,amongothers).

M

Assets and Equity: It contains characteristics of the home as artefacts and/or services, type of housing, predominant

constructionmaterialandthenumberofrooms,amongothers.

N

Selected Child's Biological Father: It contains information about the biological father in terms of educational,

occupationalandsocioeconomicstatus.


Las evaluaciones aplicadas:


• Las evaluaciones aplicadas apuntan a medir el desarrollo de los niños/as seleccionados/as en diferentes áreas:

• Desarrollo motor;

• Desarrollo cognitivo;

• Lenguaje;

• Desarrollo socio-emocional;

• Función ejecutiva.

Instrumentos: Toolkit• Set of tools for the assessment of children in the first five years

of life (Fernald et al 2009).

• Steps1. Define purpose of assessment goals/dimensions✔2. Determine type of assessment screening vs abilities✔3. Determine mode of assessment direct, reports,

observation✔4. Determine which assessment to use instruments✔5. psychometrically adequate validity and reliability

• Step 5: instruments should be adapted to the Chilean social andcultural reality from a linguistic and semantic point of view forthose who have not previously been adapted into Spanish.

Niñas(os)

Desarrollo General

Socio-Emocional

Física

Madres

Cognitiva

Socio-Emocional

Física

HOGAR

Evaluación: Dimensiones

Instrumentos aplicados: niñas(os)Area

Genera

l D

evelo

pm

ent

Execu

tive F

unct

ion

Soci

oem

otional

Anth

ropom

etr

ic

Measu

res

ELPI 2010 ELPI 2012

EEDP

TEPSI

TADI

BDI - Complete Version BDI-2

TVIP TVIP

SDT

(Snack Delay Task)

PTT

(Pencil Tapping Task)

BDS

(Backward Digit Span Task)

HTKS

(Head Toes Knees Shoulders Task)

ASQ:SE. 6 months ASQ:SE. 6 months



CBCL 1 CBCL 1

CBCL 2

Height Height

Weight Weight

Cranial Circumference Cranial Circumference

Evaluaciones 2010: niñas(os)Area Age Group ELPI 2010

6 – 23 months 30 days EEDP

6 – 23 months 30 days TEPSIG

enera

l

Develo

pm

ent

24 months- 60 months 0 days BDI - Complete Version

30 months- 60 months 0 days TVIP

Genera

l

Develo

pm

ent

6 – 8 months 30 days ASQ:SE. 6 months

9 – 14 months 30 days ASQ:SE. 12 months

15 –17 months 30 days ASQ:SE. 18 months

18 - 60 months CBCL 1

Socio

em

otional

0 - 60 months Height

0 - 60 months Weight

0 - 60 months Cranial CircumferenceAnth

ropom

etr

ic

Measure

s

Evaluaciones 2012: niñas(os)Area Age Group

Genera

l

Deve

lopm

ent

ELPI 2012

6 -83 months, 30 days

24 months- 60 months 0 days

30 months- 60 months 0 days

6 – 8 months 30 days

9 – 14 months 30 days

15 –17 months 30 days

18 - 60 months

0 - 60 months

0 - 60 months

0 - 60 months

Genera

l

Deve

lopm

ent

Exe

cutive

Funct

ion

24 -35 months, 30 days

36 - 83 month, 30 days

Soci

oem

otional

Anth

ropom

etr

ic

Measu

res

TADI

BDI-2

TVIP

SDT

(Snack Delay Task)

PTT

(Pencil Tapping Task)

BDS

(Backward Digit Span Task)

HTKS

(Head Toes Knees Shoulders Task)

ASQ:SE. 6 months

ASQ:SE. 12 months

ASQ:SE. 18 months

CBCL 1

CBCL 2

Height

Weight

Cranial Circumference

Evaluaciones 2010 y 2012: madres

Scale of Psychomotor Development Evaluation (EEDP): Rodríguez, Arancibia and Undurraga (2008).

•EEDP is a Chilean instrument. The test measures the performance and the reaction of the child to certain situations to be resolved for which a certain level of psychomotor development is required. A child whose psychomotor development is in accordance with what is expected for their age should get a ratio close to the average development (100) to a standard deviation (85).

•Four relatively independent and specific operating areas have distinguished themselves within the process of psychomotor development: Motor, Language, Social and Coordination.

Psychomotor Development Test (TEPSI): Haeussler, I. M and Marchant, T,1994, 5th Edition

•TEPSI is a Chilean screening instrument that allows to know the level ofperformance in terms of psychomotor development of children between twoand five years relative to a statistical norm established by age group, anddetermine whether this performance is normal, or is under expected throughthe observation of the child’s behavior in situations proposed by the examiner.

Psychomotor Development Test (TEPSI): Haeussler, I. M and Marchant, T,1994, 5th Edition

•It measures three basic areas of child development:Subtest Coordination: It evaluates the ability of child to take or manipulateobjects and draw, through behaviors such as build towers with cubes,threading a needle, recognize and copy geometric figures, draw a human figureamong others.Subtest Language: It evaluates aspects of understanding and expression ofthis, through behaviors such as naming objects, defining words, verbalize ordescribe actions scenes depicted in films.Subtest Motricity: It evaluates the childs ability to manage their own bodiesthrough behaviors like picking up a ball, hopping, walking on tiptoe or stand onone foot for a while.

Battelle Developmental Inventory (BDI): De la Cruz and Gonzalez, 1998.

•It defined as a battery to evaluate basic cognitive abilities in children. The BDIcontains 341 items across five developmental domains: personal-social,adaptive, motor, communication, and cognition.

•These five domains are further divided into twenty-two separate sub-domains. The personal-social domain is composed of: adult interaction,expressions/feelings/affect, self-concept, peer interaction, coping, and socialrole. The adaptive domain includes: attention, eating, dressing, personalresponsibilities, and toileting. The motor domain is composed of: musclecontrol, body coordination, locomotion, fine muscle, and perceptual motor.The communication domain includes: receptive and expressive. Finally, thecognitive domain is composed of: perceptual discrimination, memory,reasoning/academic skills, and conceptual development.

INSTRUMENT WHATITMEASURES SUITABLEFORELPI

BattelleDevelopmental

InventoryScreeningTestversion2(BDI-

ST2)

GeneralDevelopmentDomains:Personal-Social,

Adaptative,Motor,Communicationand

Cognitive.

Internationalcomparability;possitiveposychometricbehaviour;continuitywithELPI2010.

TestdeAprendizajey

DesarrolloInfantil(TADI)

Developmentdomains:

Language,Cognition,MotorandySocial-emotional.

Itissuitableformassapplicationinanon-clinicalcontextasELPI,intermsofadministrationtime,easeofadministration,scoring,lownumberofmanipulatives,etc.,whichreducestheriskofmeasurementerror.The

testpresentsadequatepsychometricindicators(reliabilityandvalidity);beinganewtest,TADIdoesnotpresentdiscriminationproblems.ThetestisaculturallysensitivetotheChileancontextanditcoverstheentire

agerangeELPI2012.

TestdeVocabularioenImágenesde

Peabody(TVIP)

Receptiveandexpressivevocabulary.

Avocabularytestisproposedasthebestindexofschoolsuccessandproblemsolvingskills;moreover,thisisa

testthathasworkedwellintheChileanpopulation.


SnackDelayTask

(SDT)Inhibitorycontrol

SnackDelayTaskit’safeasibletesttobeappliedwithtoddlersandit’sbeingusedinotherChileanprogram

assessmentssuchasUnBuenComienzoandFuturoInfantilHoy

PencilTappingTask(PTT)

Workingmemoryand

inhibitorycontrol

Thistestmeasuresworkingmemoryinyoungchildren,whohavenotevenspokenlanguagedevelopedandisbeingusedindifferentChileanassessmentssuchasUn

BuenComienzo,FuturoInfantilHoy.

BackwardDigitSpanTask(BDS)

Workingmemory

Workingmemorytasksincludetheabilityofkeepinginformationinthememory,aswellastheabilityto

processthatinformation(Zelazo,Müller,Frye,&Marcovitch,2003).Thetestit’sbotheasyandquickto

administrate.

HeadToesKnees

ShouldersTask(HTKS)

Workingmemory,cognitive

flexibilityandinhibitorycontrol

Itisatestofsimpleapplicationandrequiresno

equipment.ThistestisusedinotherLatinAmericancountriesaspartofPRIDI.


Ages&StagesQuestionnaire:SocialEmotional(ASQ:SE)

Problemsinsocialandemotionaldevelopment

(self-regulation,directionsfollow,communication,adaptation,autonomy,

affectionandinteraction.

ThetestworkedproperlyinELPI2010andit’seasyandquicktoadministrate.

ChildBehaviourChecklist(CBCL)

Behaviorandsocial-emotionalissues

ThetestworkedproperlyinELPI2010andit’seasyandquicktoadministrate.


WeschlerAdultIntelligenceScale(WAIS)-Dígitos

Workingmemory,withprocessingspeed,short-term

listeningmemory,sequencing,regardlessofthe

distraction,easewithnumbersandmental

alertness.

Interesttoadministratetothe3.000newcasesandmotherswhowerenotassessedorwereyoungerthan20yearinthefirstwave,asitisaIntelligencemeasure

usedin2010.

WeschlerAdult

IntelligenceScale(WAIS)-Vocabulario

Culturallevelandcapacityto

receivenewinformation,storeandusethemproperly.

Interesttoadministratetothe3.000newcasesandmotherswhowerenotassessedorwereyoungerthan

20yearinthefirstwave,asitisaIntelligencemeasureusedin2010.


BigFiveInventory(BFI)

5broadpersonalitytraits:Neuroticism,Extraversion,

OpennesstoExperience,Agreeableness,

Conscientiousness

Interesttoadministratetothe3.000newcases,and

motherswhowerenotassessedorwereyoungerthan20yearinthefirstwave,asitisapersonalitymeasure

usedin2010.

EdinburghPostnatalDepressionScale

(EPDS)

Presenceofmotherdepressivesymtomatology

afterherchild’sbirth

Differentiatethemother’sdepressivesymptomatologylevelaccordingtothetypeofparentalleavetheytook

andthosethatdidnothaveaccesstonone

ParentStressIndex:ShortForm(PSI:SF)

Magnitudofstressinmother-childdyad

Ithasbeenusedinseveralinternationalstudies(Britner,

Morog,Pianta,&Marvin,2003;Button,Pianta,&Marvin,2001)andnational(JuguemosconNuestros

Hijos,UniversidadCatólica).Itisexpectedtoinformpublicpolicies,especiallythose

referredtoparentalleaveandparentpsychoeducation

• Elaboration of an adaptation of the HOME scale to exclude questions that needed interpretation and to include questions of mother sensibility. Also to include children over 36 months.

Family educative environment;

Mother or caregiver emotional and verbal response;

Cancellation of restriction and punishment;

Maternal commitment with child; and

Home

• Information about physical variables will be compared with growth and normal development proposed by W.H.O.

• These measures are important as they are key instrument to promote, administrate and evaluate health objectives and indicators.

Un sistema de información

ENCUESTA LONGITUDINAL DE

LA PRIMERA INFANCIA

2010 2012

Encuesta Longitudinal y Evaluaciones

AUTO REPORTE DE HISTORIA LABORAL

DE LAS MADRES

Cubre período anterior a 2012

VINCULACIÓN CON REGISTROS

ADMINISTRATIVOS

Bases de datos públicas con protección de confidencialidad

4. Algunos resultados y usos de la encuesta

Santiago, 29 agosto 2014

El peso al nacimiento por quintil socioeconómico


La talla al nacimiento por quintil socioeconóico


Brechas socio-económicas (110=1 desviación estándar)

5. Mediciones futuras

1. Tercera Ronda de ELPI: materialización, junto con la necesidad de dejar institucionalizada la Encuesta.

2. ¿Qué medir y cuándo?

3. Uso de gran relevancia para políticas públicas

4. Definiciones futuras: panel versus nuevas cohortes.

6. Principales desafíos y lecciones

1. Innovación desde el mundo académico

2. Necesaria institucionalización para asegurar seguimiento del panel

3. Fundamental contar con seguimiento académico para las definiciones futuras de instrumentos, calidad del levantamiento y muestra.

4. El diseño de la encuesta fue pensado con un carácter longitudinal incluyendo la vinculación con registros administrativos, el mayor potencial a explorar.

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