1. Amelia Maika, Elan Satriawan, Amanda Beatty, Sally Brinkman, Menno Pradhan The 3 rd Conference of The International Society for Child Indicators, University of York, York, United Kingdom, 27-29 July 2011.

2.  over 27 million people living below the poverty line, up to half the population is estimated vulnerable to poverty (UNICEF, 2010; World Bank, 2010)  Inequality and regional disparities are a fundamental feature of poverty in the country  The large disparity in socio-economics is also reflected in the wide variation in educational outcomes. Children from the poorer villages start school later, complete fewer years of schooling and have higher drop out and repetition rates (World Bank, 2006)

4.  Impact evaluation study ECED program in Indonesia  Examining ranges of child development outcomes (health, school readiness, cognitive, behavior)  Examining household characteristics, parental practices and ECED utilization  Provide policy recommendation

5.  randomized control trial approach  Subject: 6370 children age 1 and 4, primary caregiver

7. BaselineMidtermFinal round Batch 1 villages Batch 3 villages Villages outside ECED project 0 months18 months36 months TREATMENT Comparison 1 Comparison 2

8.  Early Development Instrument (EDI)  Strengths and Difficulties Questionnaire (SDQ)  Dimensional Change Card Sort (DCCS)

10. % children exclusively breastfed to 6 months old % children breastfed with complementary food 6-9 months old % children still breastfed 20-23 months old Indonesia (ECED survey)317563 Indonesia (DHS, MICS, UNICEF) 407559 East Asia and Pacific434527 Least developed countries356463 World385639

11. Stunting (%)Wasting (%) Indonesia (ECED sample) 34.119.3 Indonesia (2007)40.114.8 India (2005)47.920.0 Kenya (2003)35.86.2 Madagascar (2003)52.815.2 Philippines (2003)33.86.0 Vietnam (2006)35.88.4 Brazil (2006)7.11.6

12. % vulnerable children

13.  52% of household do not have book  frequency readings to children correlates sig with cognitive and development score, the amount of book and parental education

15. SDQ: International Comparison USAUKIndonesiaJordanPhilippines Emotional symptoms1.5 (1.7)1.9 (2.0)3.7 (2.0)2.2 (2.3)2.4 (2.0) Conduct problems1.4 (1.6)1.6 (1.7)3.5 (1.9)3.4 (2.3)2.9 (2.0) Hyperactivity- inattention3.2 (2.5)3.6 (2.7)5.0 (1.3)4.2 (2.2)5.0 (2.2) Peer problems1.3 (1.5)1.4 (1.7)2.6 (1.5)2.5 (1.8)3.5 (1.6) Prosocial behavior8.4 (1.9)8.6 (1.6)6.4 (2.0)7.7 (2.1)6.3 (2.1)

16. Indonesia (%) Philippines (%) Jordan (%) Fail color and shape346033 Pass color and shape only493541 Pass color, shape and border 17526

21.  ECED center could encourage more reading habit at home, providing access to books, give opportunity for parent to borrow book from the center, as well as work together with local library to support this access.  increase parent‘s involvement in ECED program, teaching caregiver practices that could support attachment and early stimulation at home such as storytelling.  In order to increase parent’s literacy level the center should consider linking with adult education program in the community, such as Kejar Paket A program.

22. This research is funded by AUSAID through Telethon Institute of Child Health Research (TICHR) Australia. ECED survey is a project collaboration between Directorate of Early Childhood Education and Development MoNE Indonesia and the World Bank. Access to ECED data is provided by the World Bank. Researchers: Amelia Maika and Elan Satriawan (Gadjah Mada University Indonesia), Amanda Beatty (the World Bank), Sally Brinkman (TICHR, Australia), Menno Pradhan (Free University Amsterdam, The Netherlands).

23. Terima Kasih