Measuring child development and learning

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The Sustainable Development Goal's ‘Education 2030’ agenda includes an explicit focus on early childhood development. Target 4.2 states that all children are ‘developmentally on track’ at the start of school. What does it mean for a child to be developmentally on track, and how should it be measured, especially in an international context? In this article, principles of child development with implications for measurement are described, together with issues in accurately capturing the complex nature of early development with feasible, cost-effective measures. Three measures are described, with an emphasis on identifying the policy relevance, feasibility, and methodologies that influence their potential usefulness for measuring progress towards global education goals. Directions for measuring early childhood development and learning are outlined.

Original languageEnglish (US)
Pages (from-to)511-522
Number of pages12
JournalEuropean Journal of Education
Volume52
Issue number4
DOIs
StatePublished - Dec 2017

Fingerprint

learning
childhood
education
sustainable development
methodology
costs
school

ASJC Scopus subject areas

  • Education

Cite this

Measuring child development and learning. / Raikes, Hilary A.

In: European Journal of Education, Vol. 52, No. 4, 12.2017, p. 511-522.

Research output: Contribution to journalArticle

@article{a8b2ba4b15b44e7aac204c00fedaee18,
title = "Measuring child development and learning",
abstract = "The Sustainable Development Goal's ‘Education 2030’ agenda includes an explicit focus on early childhood development. Target 4.2 states that all children are ‘developmentally on track’ at the start of school. What does it mean for a child to be developmentally on track, and how should it be measured, especially in an international context? In this article, principles of child development with implications for measurement are described, together with issues in accurately capturing the complex nature of early development with feasible, cost-effective measures. Three measures are described, with an emphasis on identifying the policy relevance, feasibility, and methodologies that influence their potential usefulness for measuring progress towards global education goals. Directions for measuring early childhood development and learning are outlined.",
author = "Raikes, {Hilary A}",
year = "2017",
month = "12",
doi = "10.1111/ejed.12249",
language = "English (US)",
volume = "52",
pages = "511--522",
journal = "European Journal of Education",
issn = "0141-8211",
publisher = "Wiley-Blackwell",
number = "4",

}

TY - JOUR

T1 - Measuring child development and learning

AU - Raikes, Hilary A

PY - 2017/12

Y1 - 2017/12

N2 - The Sustainable Development Goal's ‘Education 2030’ agenda includes an explicit focus on early childhood development. Target 4.2 states that all children are ‘developmentally on track’ at the start of school. What does it mean for a child to be developmentally on track, and how should it be measured, especially in an international context? In this article, principles of child development with implications for measurement are described, together with issues in accurately capturing the complex nature of early development with feasible, cost-effective measures. Three measures are described, with an emphasis on identifying the policy relevance, feasibility, and methodologies that influence their potential usefulness for measuring progress towards global education goals. Directions for measuring early childhood development and learning are outlined.

AB - The Sustainable Development Goal's ‘Education 2030’ agenda includes an explicit focus on early childhood development. Target 4.2 states that all children are ‘developmentally on track’ at the start of school. What does it mean for a child to be developmentally on track, and how should it be measured, especially in an international context? In this article, principles of child development with implications for measurement are described, together with issues in accurately capturing the complex nature of early development with feasible, cost-effective measures. Three measures are described, with an emphasis on identifying the policy relevance, feasibility, and methodologies that influence their potential usefulness for measuring progress towards global education goals. Directions for measuring early childhood development and learning are outlined.

UR - http://www.scopus.com/inward/record.url?scp=85031094208&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85031094208&partnerID=8YFLogxK

U2 - 10.1111/ejed.12249

DO - 10.1111/ejed.12249

M3 - Article

AN - SCOPUS:85031094208

VL - 52

SP - 511

EP - 522

JO - European Journal of Education

JF - European Journal of Education

SN - 0141-8211

IS - 4

ER -