# **4.3. The surveys**

The analysis is based on three rounds of data collected about 6, 20 and 51 months after the start of the project. The original plan was to conduct a baseline survey before the start of implementation, a midline survey 18 months later when batch 3 villages would start implementation, and an endline survey around closure of the project. Figure 1 and Table 2 describe the implementation stage at the time of the surveys. At baseline all villages in batch 1 had received their block grant, on average 6 months before the survey was conducted. At this time, villages in batch 3 were still mostly unaffected, with only 7 out of 113 villages having received their block grant just 2 months earlier. By midline almost all villages in batches 1 and 3 had received their block grant, and by the endline all villages in batches 1 and 3 had received their block grant. The average difference in exposure between batch 1 and 3 villages is 11 months. By definition, none of the comparison villages received the project. The project closed on December 31, 2013, seven months after the endline survey. Most districts followed through on their commitment to sustain services. By the endline, virtually all playgroups established by the project in the sampled villages were still up and running.

# **4.4. The outcomes assessed**

We investigate the effect of the availability of project services on enrollment in preschool programs and primary school by analyzing whether the child was ever enrolled in the service and the number of months of enrollment. The project could result in substitution from existing services to the playgroups established under the project, and this could, in turn, affect child development outcomes because of the differences in dose and quality of the programs. We analyze the effect on child development outcomes using the Early Development Instrument (EDI)<sup>4</sup> and the Strengths and Difficulties Questionnaire (SDQ) – both outcomes were reported by the caregiver.<sup>5</sup> Higher EDI scores and lower SDQ scores represent better progress in child development.

Because higher quality parenting is associated with better developmental outcomes, a 24item parenting practices interview assessed mothers’ (or other primary caregivers’) warmth, consistency, and hostility in relation to their children. Mothers of older and younger children reported using similar practices, with wide variations across parents in their child-rearing techniques. These are also self-reports by the primary caregivers.

# **5. The children, the centers they attended and how the project evolved**

For a correct interpretation of the results, it is important to view the timing of the project and surveys in relation to the age of the cohort of children that was followed.

# **5.1. The children, their ages and eligibility for different services**

Typically, in Indonesia children do not enroll in center-based services when they are 1 or 2 years old. By age 3 children are eligible to enroll in playgroups and may stay enrolled in

> 4 At baseline and midline, the EDI data were collected using a short-form questionnaire, while the endline EDI data were from a long-form questionnaire. In order to make all measures comparable and for ease of interpretation, we standardized them among all children over the three years.

> 5 For all aspects relating to the child’s health and development, the primary caregiver, usually the mother, responded to a series of individually-administered questionnaires during an at-home interview.

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