Socio economic inequality in child well-being in Chile

Socioeconomic inequality in child well-being
outcomes in chile
DAVID BRAVO
david.bravo@uc.cl
October 13, 2014

This presentation
• Inequality Chile: earnings and labor market
• Inequality in educational achievement
• ELPI (Early Childhood Longitudinal Survey)
• Inequality in early childhood in Chile
• Coauthors:
– Jere Behrman, University of Pennsylvania
– Pamela Jervis, University College London
– Sergio Urzúa, University of Maryland

Household per capita income per
percentile (CASEN 2011 Survey)

La desigualdad en la etapa escolar

Early Childhood
• What happen with gaps in the first years of life in Chile?
• At birth?
• Research from the US shows that gaps in early cognitive and non-cognitive
ability appear early in the life cycle.
• An increasing body of literature shows long term effects of early
childhood development
• Research agenda was motivated, then: to measure early gaps and
to evaluate and understand the role of early education on Earchy
Childhood Development from a multi-dimensional perspective and to
provide insights for the design of public policies.
• New and better data was needed

Early Childhood
• International evidence suggests positive effects of ECD interventions (Engle et al
2007; Bouillon y Tejerina, 2007; Schady, 2006; Behrman et al 2004; Noboa y Urzúa
2010; Heckman, 2010), but can we extrapolate?
• We are just learning about the underlying mechanisms (is it trough cognitive or/and
socio-emotional traits?, parents?, quality?, how to intervene? When? For how long?
• Limitations of the available studies:
• Small samples not nationally representative
• Usually static models;
• ECD programs limited in scale;
• Correlation vs causality;
• Few studies looking at cost-benefit analysis

Early Childhood: Research and
Public Policy Agenda
• To generate a substantial increase in critical knowledge of ECD in Chile
(but also in the world), we need:
• DATA: A weill designed collection of data;
• ECONOMETRICS/IDENTIFICATION STRATEGY: To take advantage
of ECD programs already implemented and recent developments,
we need a clear identification strategy: using quasi-experimental
methods and modeling explicitly endogenous choices and
potential outcomes (but we need policy variations and good
data);
• EXPERIMENTS: To develop some random controlled experiments
providing some useful variation for policy design (Information,
Curriculum, Staff Incentives, Vouchers, Extra Staff)

Encuesta Longitudinal de la
Primera Infancia (ELPI)
• Designed in 2008-2009. Important support from the Ministry of Finance. First round
applied en 2010 funded by the Ministry of Education.
• Sample Size: a national representative sample of about 15,000 niños under 5 years
old.
• Sample Frame: all the births between January 1st, 2006 and August 31st, 2009
(877.000 niños en el país).
• International Academic Board.
• Second Wave applied in 2012 funded by the Ministry of Labor. Other 3,000 children
were added to the panel, sampled out of births between September 2009 and
December 2011.

• Tests applied in both Early Childhood Longitudinal Surveys measured the
development of children in different areas, such as:
 Motor
 Cognitive
 Language
 Executive Function
 Emotional
• Evaluate the Overall Development of children allows us to identify the
areas in which they have higher and lower achievements  relevant
information for social and educational policies.

• One of the major limitations for evaluating childhood development in
Latin America and particularly in Chile is the lack of high quality and
detailed data on children under 7 years old.
• Goal  New data that allows researchers to assess the impact of early
childhood policies and to provide valuable information for the evaluation
and design of social policies in this field.
• What do we need? A survey that contains not only socio-economic
information but also information about children's cognitive and non-cognitive
abilities, and it would be even better if we have longitudinal
information.

• The survey contains two major areas:
 The first is a questionnaire divided into two main sections. The first
one contains questions designed for each of the household members,
while the second part contains questions that apply only to the
person that answer the questions, i.e., the mother or the caregiver of
the selected child.
 In addition, the second area of the survey collects a set of cognitive,
language and socio-emotional test for both the children and the
mothers or caregivers, executive function for children (2012),
anthropometric information for mothers or caregivers and children at
the time of the interview, and about home assessment using an
Adaptation of the Home Observation for Measurement of the
Environment (HOME) inventory.

• Household survey: data is collected in household by interviewer.
• Household survey includes:
• Household composition
• Each member’s education
• Health care status
• Labor participation status
• Household income
• Type and syze of home
• Datailed questions on pre-natal and post-natal care
• Newborn data and health history
• Deteiled retrospective history of child-care
• Vaccination records
• Availabre resources for children
• Psychologists return to home to apply instruments on abilities and health

ELPI 2010
Module 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.

ELPI 2012
Module Description
A
Household Identification: 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.
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, complications during birth, months that the child was breastfed, etc.).
C Immunization: It contains information from the child’s immunization (vaccination information).
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: Themodule is performed for 10 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.
F
Habits / Life at Home: Contains information on sleep habits, eating habits, habits of hygiene and child's gaming
habits. It also contains information about the "Chile Grows with You"'.
G
Meaning of Work and Family Responsibilities: Contains information on women's perceptions about the role of
women, work and family.

ELPI 2012
Module Description
H
Earthquake: Identify the impact of destruction suffered by the houses of the children and contains information
about the child's residence at the time of the earthquake.
I
Household Composition: 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.
J
Education: It contains information on the education level and the administrative characteristics of the child-care
establishments of each household’s members.
K
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.
L
Household Income: It contains information on the income and salary for each family member (which also includes
subsidies, pensions and rent, among others).
M
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.
N
Selected Child's Biological Father: It contains information about the biological father in terms of educational,
occupational and socioeconomic status.

Instruments: Toolkit
• Set of tools for the assessment of children in the first five years of
life(Fernald et al 2009).
• Domains of development to be measured: i) Cognitive, ii) Language, iii)
Motor, iv) Executive funcion/self-regulatory and v) social/emotional.
• Steps
1. 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 and cultural
reality from a linguistic and semantic point of view for those who have not
previously been adapted into Spanish.

Evaluation: Dimensions
General
Development
Children
Socio-
Emotional
Physical
Cognitive
Mothers
Socio-
Emotional
HOUSE-HOLD
Physical

Instruments applied: children
Area
Socioemotional Executive Function General Development
Anthropometric
Measures
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

Evaluations 2010: children
Area Age Group ELPI 2010
6 – 23 months 30 days EEDP
6 – 23 months 30 days TEPSI
General
Development
24 months- 60 months 0 days BDI - Complete Version
30 months- 60 months 0 days TVIP
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
Socioemotional
0 - 60 months Height
0 - 60 months Weight
0 - 60 months Cranial Circumference
Anthropometric
Measures

Evaluations 2012: children
Area Age Group
General
Development
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
Executive Function
24 -35 months, 30 days
36 - 83 month, 30 days
Socioemotional
Anthropometric
Measures
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

Evaluations 2010 and 2012:
mothers

General Development 2010
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 of
performance in terms of psychomotor development of children between two
and five years relative to a statistical norm established by age group, and
determine whether this performance is normal, or is under expected through
the 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 manipulate
objects and draw, through behaviors such as build towers with cubes,
threading a needle, recognize and copy geometric figures, draw a human figure
among others.
Subtest Language: It evaluates aspects of understanding and expression of
this, through behaviors such as naming objects, defining words, verbalize or
describe actions scenes depicted in films.
Subtest Motricity: It evaluates the childs ability to manage their own bodies
through behaviors like picking up a ball, hopping, walking on tiptoe or stand on
one 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 BDI
contains 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 social
role. The adaptive domain includes: attention, eating, dressing, personal
responsibilities, and toileting. The motor domain is composed of: muscle
control, body coordination, locomotion, fine muscle, and perceptual motor.
The communication domain includes: receptive and expressive. Finally, the
cognitive domain is composed of: perceptual discrimination, memory,
reasoning/academic skills, and conceptual development.


INSTRUMENT WHAT IT MEASURES SUITABLE FOR ELPI
Battelle
Developmental
Inventory Screening
Test version 2 (BDI-ST2)

General Development
Domains: Personal- Social,
Adaptative, Motor,
Communication and
Cognitive.
International comparability; possitive posychometric
behaviour; continuity with ELPI 2010.
Test de Aprendizaje y
Desarrollo Infantil
(TADI)
Development domains:
Language, Cognition, Motor
and y Social-emotional.
It is suitable for mass application in a non-clinical
context as ELPI, in terms of administration time, ease of
administration, scoring, low number of manipulatives,
etc., which reduces the risk of measurement error. The
test presents adequate psychometric indicators
(reliability and validity); being a new test, TADI does not
present discrimination problems. The test is a culturally
sensitive to the Chilean context and it covers the entire
age range ELPI 2012.
Test de Vocabulario
en Imágenes de
Peabody (TVIP)
Receptive and expressive
vocabulary.
A vocabulary test is proposed as the best index of school
success and problem solving skills; moreover, this is a
test that has worked well in the Chilean population.

Executive Function 2012

Snack Delay Task
(SDT)
Inhibitory control
Snack Delay Task it’s a feasible test to be applied with
toddlers and it’s being used in other Chilean program
assessments such as Un Buen Comienzo and Futuro
Infantil Hoy
Pencil Tapping Task
(PTT)
Working memory and
inhibitory control
This test measures working memory in young children,
who have not even spoken language developed and is
being used in different Chilean assessments such as Un
Buen Comienzo, Futuro Infantil Hoy.
Backward Digit Span
Task (BDS)
Working memory
Working memory tasks include the ability of keeping
information in the memory, as well as the ability to
process that information (Zelazo, Müller, Frye, &
Marcovitch, 2003). The test it’s both easy and quick to
administrate.
Head Toes Knees
Shoulders Task
(HTKS)
Working memory, cognitive
flexibility and inhibitory
control
It is a test of simple application and requires no
equipment. This test is used in other Latin American
countries as part of PRIDI.

Socioemotional 2010 and 2012

Ages & Stages
Questionnaire: Social
Emotional (ASQ:SE)
Problems in social and
emotional development
(self-regulation, directions
follow, communication,
adaptation, autonomy,
affection and interaction.
The test worked properly in ELPI 2010 and it’s easy and
quick to administrate.
Child Behaviour
Checklist (CBCL)
Behavior and social-emotional
issues
The test worked properly in ELPI 2010 and it’s easy and
quick to administrate.

Cog nitive 2010 and 2012: Mothers
Weschler Adult
Intelligence Scale
(WAIS) - Dígitos
Working memory, with
processing speed, short-term
listening memory,
sequencing, regardless of the
distraction, ease with
numbers and mental
alertness.
Interest to administrate to the 3.000 new cases and
mothers who were not assessed or were younger than
20 year in the first wave, as it is a Intelligence measure
used in 2010.
Weschler Adult
Intelligence Scale
(WAIS) - Vocabulario
Cultural level and capacity to
receive new information,
store and use them properly.
Interest to administrate to the 3.000 new cases and
20 year in the first wave, as it is a Intelligence measure
used in 2010.

S ocioemotional 2010 and 2012: Mothers
Big Five Inventory
(BFI)
5 broad personality traits:
Neuroticism , Extraversion,
Openness to Experience,
Agreeableness,
Conscientiousness
Interest to administrate to the 3.000 new cases, and
20 year in the first wave, as it is a personality measure
used in 2010.
Edinburgh Postnatal
Depression Scale
(EPDS)
Presence of mother
depressive symtomatology
after her child’s birth

Differentiate the mother’s depressive symptomatology
level according to the type of parental leave they took
and those that did not have access to none

Parent Stress Index:
Short Form (PSI:SF)
Magnitud of stress in
mother-child dyad
It has been used in several international studies (Britner,
Morog, Pianta, & Marvin, 2003; Button, Pianta, &
Marvin, 2001) and national (Juguemos con Nuestros
Hijos, Universidad Católica).
It is expected to inform public policies, especially those
referred to parental leave and parent psychoeducation

HOME Adaptation 1 y 2
• 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

Anthropometric Measures
• 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.

A System of Information
ENCUESTA
LONGITUDINAL DE
LA PRIMERA
INFANCIA
2010 2012
2015
Longitudinal Survey & Assessment
SELF-REPORT OF
MOTHER’S LABOR
HISTORY
Covering period before
2012
LINKAGE WITH
ADMINISTRATIVE
RECORDS
Social Security Records:
employment and wages of parents.
Health Records (in process)
Public Data Bases with protection of confidentiality

No differences in weight at birth by
Santiago, 29 agosto 2014
socioeconomic group

No differences in height at birth by
socioeconomic group

Socioeconomic gaps (110=1 standard
deviation)

Some challenges
 At the policy level:
 High Quality pre-school education as a fundamental requirement.
 Impact Evaluation of different policies: expansion of day-cares
and pre-school; extension of post-natal maternity leave (from 3 to
6 months); Chile Crece Contigo
 Research and measurement:
 What should be measured at the school level?
 Multiplying research and interaction with questionnaire

Autor: David Bravo October 13, 2014

Socio economic inequality in child well-being in Chile

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