Early Childhood Development for the Poor in Odisha Impact Evaluation, Midline Survey 2016-2017
India, 2016 - 2017
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Reference ID
IND_2016-2017_ECDPOIE-ML_v01_M
Producer(s)
Costas Meghir, Orazio Attanasio, Britta Augsburg, Jere Behrman, Monimalika Day, Sally Grantham-McGregor, Smriti Pahwa, Marta Rubio-Codina, Prerna Makkar, Pamela Jervis
Metadata
Created on
Aug 28, 2023
Last modified
Aug 28, 2023
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Identification
Survey ID Number
IND_2016-2017_ECDPOIE-ML_v01_M
Title
Early Childhood Development for the Poor in Odisha Impact Evaluation, Midline Survey 2016-2017
Country/Economy
| Name | Country code |
|---|---|
| India | IND |
Study type
1-2-3 Survey, phase 2 [hh/123-2]
Series Information
This impact evaluation consists of a baseline, midline, and endline survey. Data for the midline was collected between November 2016 and June 2017 and is documented here. Key outcome variables from the baseline and endline surveys are also included in the midline data. The baseline and endline surveys are not currently public.
Abstract
Nutrition, health and development during the first three years of life are at the foundation of human capital formation. Yet children growing up in poverty often experience low levels of stimulation and low quality of nutrition. Interventions that promote child stimulation and emphasize parent-child interactions providing opportunities to play and learn such as home visits and community groups have been identified as having great potential but there is little evidence of cost-effective interventions that can be implemented at scale in very poor environments. This study in India will develop evidence on the relative effectiveness of using home visits and group visits to help caregivers, usually mothers, support their children’s healthy development.
Kind of Data
Sample survey data [ssd]
Unit of Analysis
Mothers and other caregivers in poor families with children between the ages of 6 and 18 months at the start of the program.
Version
Version Description
v01: Edited, anonymous dataset for public distribution
Scope
Notes
This study covers the following topics:
Anthropometry Module: includes questions about the weight and height of the biological mother and the target child.
Biological Mother Module: includes questions about family members, use of time for various daily activities, social networks, who takes various decisions in the family, children, pregnancy, and use of contraception, and mental health and well-being over the past week.
Household Roster Module: includes questions about each member of the household, as well as a follow-up on household members from last year and the addition of new household members.
Household Environment Module: includes questions about daily care, emotional and verbal responsivity based on infant-toddler home observation for the measurement of the environment, punishment, rewards, stimulation, and play materials.
Household Module: includes questions about the work that some members of the household have been doing, the work that the father and mother of the target child have been doing, characteristics of the dwelling, water use and sanitation in the house, prices expected to be paid for some goods and services, savings in the household, debts and loans, expenses incurred in the household, and things which happened in the last year which affected the household.
Primary Caregiver Module: includes questions about family, education, work, use of time for various daily activities, beliefs about general practices of child feeding, social networks, who takes various decisions in the family, and mental well-being over the past week.
Social Networks Module: includes questions about social networks.
Target Child Module: includes questions about the interaction of the child with the mother and father, child birth and feeding practices, child stool and its disposal practices, immunisation of the child, child weight measurement, diarrhea and its remedial practices, common diseases, the childcare institution which the child attends or will attend in the future, and expectations about the child's education.
Bayley Scales of Infant and Toddler Development Module: used to measure children's cognitive, language, and motor development.
Anthropometry Module: includes questions about the weight and height of the biological mother and the target child.
Biological Mother Module: includes questions about family members, use of time for various daily activities, social networks, who takes various decisions in the family, children, pregnancy, and use of contraception, and mental health and well-being over the past week.
Household Roster Module: includes questions about each member of the household, as well as a follow-up on household members from last year and the addition of new household members.
Household Environment Module: includes questions about daily care, emotional and verbal responsivity based on infant-toddler home observation for the measurement of the environment, punishment, rewards, stimulation, and play materials.
Household Module: includes questions about the work that some members of the household have been doing, the work that the father and mother of the target child have been doing, characteristics of the dwelling, water use and sanitation in the house, prices expected to be paid for some goods and services, savings in the household, debts and loans, expenses incurred in the household, and things which happened in the last year which affected the household.
Primary Caregiver Module: includes questions about family, education, work, use of time for various daily activities, beliefs about general practices of child feeding, social networks, who takes various decisions in the family, and mental well-being over the past week.
Social Networks Module: includes questions about social networks.
Target Child Module: includes questions about the interaction of the child with the mother and father, child birth and feeding practices, child stool and its disposal practices, immunisation of the child, child weight measurement, diarrhea and its remedial practices, common diseases, the childcare institution which the child attends or will attend in the future, and expectations about the child's education.
Bayley Scales of Infant and Toddler Development Module: used to measure children's cognitive, language, and motor development.
Keywords
| Keyword |
|---|
| Early Childhood Nutrition, Development, Health, Randomized Control Trial, India |
Coverage
Geographic Coverage
192 villages in three districts of Odisha state: Cuttack, Salepur, and Bolangir
Geographic Unit
Village
Universe
Households in study areas with children between the ages of 6 and 18 months at the start of the program.
Producers and sponsors
Primary investigators
| Name | Affiliation |
|---|---|
| Costas Meghir | Yale University |
| Orazio Attanasio | University College London |
| Britta Augsburg | Institute for Fiscal Studies |
| Jere Behrman | University of Pennsylvania |
| Monimalika Day | Ambedkar University |
| Sally Grantham-McGregor | Emeritus University College London |
| Smriti Pahwa | Pratham |
| Marta Rubio-Codina | Institute for Fiscal Studies |
| Prerna Makkar | Pratham |
| Pamela Jervis | Institute for Fiscal Studies |
Producers
| Name | Affiliation |
|---|---|
| Strategic Impact Evaluation Fund | The World Bank Group |
Funding Agency/Sponsor
| Name | Abbreviation |
|---|---|
| Strategic Impact Evaluation Fund | SIEF |
Sampling
Sampling Procedure
Cluster-randomized control trial in 3 districts: Cuttack, Salepur, and Bolangir. A total of 192 villages (clusters) were stratified by district and randomized into 4 groups: control, nutritional education, and combined nutritional education with early childhood development (ECD) interventions delivered either through individual home visits or through mother–child group sessions.
The sampling frame consisted of 300 villages in which the Pratham Education Foundation (Pratham), the implementing partner in this study, had recently worked. On the basis of official sources and primary data, villages with <6 expected children of target ages, where facilities were shared, or scheduled for relocation were dropped, leaving 192 study villages. Children were identified through prebaseline household censuses and were deemed eligible if they were singletons, aged 7 to 16 months by the beginning of the intervention, and had no obvious disability. This age range was chosen because pregnant women often go away for their deliveries and most return home by 7 months.
In villages with ≤8 eligible children, all were approached to participate. In villages with >8 eligible children, clusters of children who lived within 0.7 km of each other were identified, and 1 child per cluster was randomly selected by using a random number generator in Stata-13 (Stata Corp, College Station, TX). This child and the 7 nearest neighbors were selected; remaining children were placed on reserve lists. Whenever possible, selected children who were unavailable for baseline were replaced by reserve-list children.
Participants were recruited between August 31 and December 19, 2015, and written or oral consent (depending on literacy) was obtained from both household heads and primary caregivers by survey staff. Households were asked again for consent before each survey round. Informed consent to participate in the intervention was collected from all households approached at baseline.
A total of 1,449 children were initially selected from all 192 villages, out of which 1,243 were successfully interviewed at baseline. Another 158 were successfully replaced (from reserve lists), leaving a final baseline sample of 1,401 children.
The sampling frame consisted of 300 villages in which the Pratham Education Foundation (Pratham), the implementing partner in this study, had recently worked. On the basis of official sources and primary data, villages with <6 expected children of target ages, where facilities were shared, or scheduled for relocation were dropped, leaving 192 study villages. Children were identified through prebaseline household censuses and were deemed eligible if they were singletons, aged 7 to 16 months by the beginning of the intervention, and had no obvious disability. This age range was chosen because pregnant women often go away for their deliveries and most return home by 7 months.
In villages with ≤8 eligible children, all were approached to participate. In villages with >8 eligible children, clusters of children who lived within 0.7 km of each other were identified, and 1 child per cluster was randomly selected by using a random number generator in Stata-13 (Stata Corp, College Station, TX). This child and the 7 nearest neighbors were selected; remaining children were placed on reserve lists. Whenever possible, selected children who were unavailable for baseline were replaced by reserve-list children.
Participants were recruited between August 31 and December 19, 2015, and written or oral consent (depending on literacy) was obtained from both household heads and primary caregivers by survey staff. Households were asked again for consent before each survey round. Informed consent to participate in the intervention was collected from all households approached at baseline.
A total of 1,449 children were initially selected from all 192 villages, out of which 1,243 were successfully interviewed at baseline. Another 158 were successfully replaced (from reserve lists), leaving a final baseline sample of 1,401 children.
Response Rate
A total of 1,331 (92%) children were reinterviewed at midline.
Data Collection
Dates of Data Collection
| Start | End | Cycle |
|---|---|---|
| 2016-11-28 | 2017-06-13 | Midline |
Data Collection Mode
Computer Assisted Personal Interview [capi]
Data Collection Notes
Researchers first collected data at baseline, before the programs began. At that time, they assessed children’s development using an adapted version of the Ages and Stages Questionnaire (ASQ-3). At 12 and 24 months after baseline (midline and endline, respectively), caregivers brought children to testing centers, where testers with tertiary education or equivalent experience working with children measured children’s cognitive, language, and motor development using the Bayley Scales of Infant and Toddler Development. Other enumerators measured children’s growth at home in all data collection rounds using World Health Organization (WHO) guidelines and standard tools for measuring height and weight. Researchers assessed children’s wellness at midline and endline through mothers’ reports on occurrences of diarrhea, fever, and cough in the previous two weeks using WHO definitions.
Children’s socioemotional development was assessed at endline by maternal reports by using the Strengths and Difficulties Questionnaire. Secondary outcomes, such as home environment and parents’ knowledge of infant development, were measured in all rounds in homes. All surveys and questionnaires were translated into the local language, Odiya, and extensively piloted before the evaluation began.
Children’s socioemotional development was assessed at endline by maternal reports by using the Strengths and Difficulties Questionnaire. Secondary outcomes, such as home environment and parents’ knowledge of infant development, were measured in all rounds in homes. All surveys and questionnaires were translated into the local language, Odiya, and extensively piloted before the evaluation began.
Data Collectors
| Name | Abbreviation |
|---|---|
| Abdul Latif Jameel Poverty Action Laboratory | J-PAL |
| Morsel Research and Development | Morsel |
Questionnaires
Questionnaires
Nine instruments were used for the midline survey.
Anthropometry Module:
- Section A: Respondent Identification
- Section B: Weight and Height of the Biological Mother
- Section C: Weight and Height of the Target Child
Biological Mother Module:
- Section A: Respondent Identification
- Section B: Family Information
- Section C: Use of Time
- Section G: Social Networks
- Section H: Empowerment
- Section I: Reproductive and Contraception History
- Section J: Biological Mother Depression
Household Roster Module:
- Section A: Respondent Identification
- Section B: Household Roster
- Section I: Follow-Up on Household Members From Last Year
- Section II: New Household Members
Household Environment Module:
- Section A: Respondent Identification
- Household Environment Section that includes: Daily Care, Emotional and Verbal Responsivity Based on Infant-Toddler Home Observation for the Measurement of the Environment, Punishment, Rewards, Stimulation, and Play Materials
Household Module:
- Section A: Respondent Identification
- Section B: Workforce - Main Breadwinner
- Section C: Workforce - Father of Target Child
- Section D: Workforce - Mother of Target Child
- Section F: Dwelling Characteristics
- Section I: Water and Sanitation
- Section J: Prices
- Section M: Savings
- Section N: Debt/Loan
- Section P: Expenses
- Section R: Shocks in the Last 12 Months
Primary Caregiver Module:
- Section A: Respondent Identification
- Section B: Family Details
- Section C: Education (For Carer who Does not Live in the Same Household as the Target Child)
- Section D: Workforce
- Section E: Use of Time
- Section F: Beliefs about Feeding Practices
- Section L: Social Networks
- Section M: Empowerment
- Section I: Primary Caregiver Depression
Social Networks Module:
- Section A: Social Networks
Target Child Module:
- Section A: Respondent Identification
- Section B: Interaction with Mother and Parents
- Section C: Birth, Lactation and Feeding
- Section D: Child Faeces
- Section E: Immunisation
- Section F: Growth Monitoring
- Section G: Diarrhea
- Section H: Morbidity
- Section I: Target Child Care Information
- Section J: Expectations of Target Child's Schooling
Bayley Scales of Infant and Toddler Development Module:
- Section I: Operational Control
- Section II: Calculate Age and Starting Point
- Section III: Summary of Subtest Scores
- Section IV: Cognitive Scale
- Section V: Language Scale - Receptive Communication Subtest
- Section VI: Language Scale - Expressive Communication Subtest
- Section VII: Motor Scale - Fine Motor Subtest
- Section VIII: Motor Scale - Gross Motor Subtest
The questionnaires are provided in English and are available for download.
Anthropometry Module:
- Section A: Respondent Identification
- Section B: Weight and Height of the Biological Mother
- Section C: Weight and Height of the Target Child
Biological Mother Module:
- Section A: Respondent Identification
- Section B: Family Information
- Section C: Use of Time
- Section G: Social Networks
- Section H: Empowerment
- Section I: Reproductive and Contraception History
- Section J: Biological Mother Depression
Household Roster Module:
- Section A: Respondent Identification
- Section B: Household Roster
- Section I: Follow-Up on Household Members From Last Year
- Section II: New Household Members
Household Environment Module:
- Section A: Respondent Identification
- Household Environment Section that includes: Daily Care, Emotional and Verbal Responsivity Based on Infant-Toddler Home Observation for the Measurement of the Environment, Punishment, Rewards, Stimulation, and Play Materials
Household Module:
- Section A: Respondent Identification
- Section B: Workforce - Main Breadwinner
- Section C: Workforce - Father of Target Child
- Section D: Workforce - Mother of Target Child
- Section F: Dwelling Characteristics
- Section I: Water and Sanitation
- Section J: Prices
- Section M: Savings
- Section N: Debt/Loan
- Section P: Expenses
- Section R: Shocks in the Last 12 Months
Primary Caregiver Module:
- Section A: Respondent Identification
- Section B: Family Details
- Section C: Education (For Carer who Does not Live in the Same Household as the Target Child)
- Section D: Workforce
- Section E: Use of Time
- Section F: Beliefs about Feeding Practices
- Section L: Social Networks
- Section M: Empowerment
- Section I: Primary Caregiver Depression
Social Networks Module:
- Section A: Social Networks
Target Child Module:
- Section A: Respondent Identification
- Section B: Interaction with Mother and Parents
- Section C: Birth, Lactation and Feeding
- Section D: Child Faeces
- Section E: Immunisation
- Section F: Growth Monitoring
- Section G: Diarrhea
- Section H: Morbidity
- Section I: Target Child Care Information
- Section J: Expectations of Target Child's Schooling
Bayley Scales of Infant and Toddler Development Module:
- Section I: Operational Control
- Section II: Calculate Age and Starting Point
- Section III: Summary of Subtest Scores
- Section IV: Cognitive Scale
- Section V: Language Scale - Receptive Communication Subtest
- Section VI: Language Scale - Expressive Communication Subtest
- Section VII: Motor Scale - Fine Motor Subtest
- Section VIII: Motor Scale - Gross Motor Subtest
The questionnaires are provided in English and are available for download.
Access policy
Contacts
| Name | Affiliation | |
|---|---|---|
| Strategic Impact Evaluation Fund | The World Bank Group | siefimpact@worldbank.org |
Access conditions
Public Access, Licensed
Citation requirements
Use of the dataset must be acknowledged using a citation which would include:
- the identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
Example:
Costas Meghir (Yale University), Orazio Attanasio (University College London), Britta Augsburg (Institute for Fiscal Studies), Jere Behrman (University of Pennsylvania), Monimalika Day (Ambedkar University), Sally Grantham-McGregor (Emeritus University College London), Smriti Pahwa (Pratham), Marta Rubio-Codina (Institute for Fiscal Studies), Prerna Makkar (Pratham), and Pamela Jervis (Institute for Fiscal Studies). India - Early Childhood Development for the Poor in Odisha Impact Evaluation, Midline Survey 2016-2017. Ref: IND_2016-2017_ECDPOIE-ML_v01_M. Dataset downloaded from [URL] on [date].
- the identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
Example:
Costas Meghir (Yale University), Orazio Attanasio (University College London), Britta Augsburg (Institute for Fiscal Studies), Jere Behrman (University of Pennsylvania), Monimalika Day (Ambedkar University), Sally Grantham-McGregor (Emeritus University College London), Smriti Pahwa (Pratham), Marta Rubio-Codina (Institute for Fiscal Studies), Prerna Makkar (Pratham), and Pamela Jervis (Institute for Fiscal Studies). India - Early Childhood Development for the Poor in Odisha Impact Evaluation, Midline Survey 2016-2017. Ref: IND_2016-2017_ECDPOIE-ML_v01_M. Dataset downloaded from [URL] on [date].
Access authority
| Name | Affiliation | URL | |
|---|---|---|---|
| Strategic Impact Evaluation Fund | The World Bank Group | siefimpact@worldbank.org | Link |
Location of Data Collection
World Bank Microdata Library
Disclaimer and copyrights
Disclaimer
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Metadata production
DDI Document ID
DDI_IND_2016-2017_ECDPOIE-ML_v01_M_WB
Producers
| Name | Abbreviation | Affiliation | Role |
|---|---|---|---|
| Development Economics Data Group | DECDG | The World Bank Group | Documentation of the study |
Date of Metadata Production
2023-08-18
DDI Document version
Version 01 (August 2023)