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PROGRAM EVALUATION AÇEV HAMBURG-FEBRUARY 2007

PROGRAM EVALUATION AÇEV HAMBURG-FEBRUARY 2007. ‘AÇEP’: Mother-Child Education Program. AÇEV’s scientifically-proven, home-based, low-cost preschool and parent education program implemented since 1993. Beneficiaries: 200,000 mothers and children in 78 provinces of Turkey

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PROGRAM EVALUATION AÇEV HAMBURG-FEBRUARY 2007

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  1. PROGRAM EVALUATION AÇEV HAMBURG-FEBRUARY 2007

  2. ‘AÇEP’: Mother-Child Education Program AÇEV’s scientifically-proven, home-based, low-cost preschool and parent education program implemented since 1993 Beneficiaries: • 200,000 mothers and children in 78 provinces of Turkey • 900 teachers trained • Yearly target 45,000 mothers and children Aim of Program: To empower mothers by supporting them in their parenting roles and providing the tools necessary for fostering the cognitive development of their children before they enter school. Target Group: Socio-economically disadvantaged mothers of 6 year olds who do not go to preschool. Main Components and Duration: • Mother Support Program—25 weeks-long Implemented in the form of weekly 3 hour group discussion meetings, facilitated by an ACEV trained group leader • Cognitive Training Program (for the child)—25 weeks-long Implemented at home daily by mother and child using worksheets, storybooks and other materials • Home visits—3-4 times during the 25 weeks Conducted by group leader to ensure quality and provide one-on-one support to mother at home

  3. OVÇEP: Preschool Parent-Child Education Program AÇEV’sscientifically-proven, center-based preschool education program which brings the preschool and the parent together, implemented since 1999 Beneficiaries: • 18,000 mothers and children in 26 provinces of Turkey • 102 teachers trained • Yearly target 5,000 mothers and children Aim of Program: To support the preschooler’s literacy and numeracy skills and to ensure the educational support provided to the child is continuous and complementary, through strengthening the school-family collaboration. Target Group: Children attending state-run preschools and their parents. Main Components and Duration: • Cognitive Training Program (for the classroom)—28 weeks-long Implemented in class daily by teacher and preschoolers using worksheets, storybooks and other materials • Cognitive Training Program (for the home)—25 weeks-long Implemented in the home daily by the parent and the child using a second set of worksheets, storybooks and other materials • Parent Support Program—9 sessions Implemented in the form of monthly 3 hour group discussion meetings, facilitated by the ACEV trained preschool teacher

  4. Why do we evaluate our programs? • to evaluate how far the program has achieved its goals. • to determine the short and long term impacts of the program. • to have regular recording and monitoring system in order to gather information from the field which we implement the program.

  5. Ongoing Evaluation

  6. Ongoing Evaluation • We evaluate all the participant mothers per year. • We use pluralistic perspective evaluation (Group leader, Mother, Child) • Qualitative ve quantitative research methods used together • All componants of the program is evaluated (Group meetings, Cognitive training program implementation, Home visits)

  7. Impact Evaluation • Effects on children • Pre-literacy and pre-numeracy skills • Environmental differences • Gender differences • School success • Teachers’ perception of the child • Effects on mother child interaction • Effects on mothers

  8. Impact Evaluation

  9. Impact Evaluation • Quasi experimental design is used. • The duration for preparation phase of the research took nearly 1 year. • Short and long term impacts have been assessed. • Sample was constituted of 177 children (85 experiment group, 92 control group) • Control group was matched with the experimental group on certain characteristics. • Research has been carried out in four different regions, in four different provinces. • Pluralistic perspective evaluation has been carried out (mother, teacher, child) • Trainer seminars are also regularly evaluated per year.

  10. DESIGN OF THE EVALUATION RESEARCH • AT THE END • OF PRIMARY • SCHOOL • LITERACY and • NUMERACY • SKILLS • INSTRUMENT • SELF CONCEPT • MOTHER • INTERVIEW • TEACHER • INTERVIEW • AT THE BEGINING • OF MOCEP • PRE-LITERACY and • PRE-NUMERACY • SKILLS • INSTRUMENT • SELF CONCEPT • MOTHER • INTERVIEW • AT THE END • OF MOCEP • PRE-LITERACY and • PRE-NUMERACY • SKILLS • INSTRUMENT • SELF CONCEPT • MOTHER • INTERVIEW MOTHER- TRAINED NON-TRAINED

  11. LIST OF SKILLS IN BOTH INSTRUMENTS Pre Numeracy Skills Recognition of Shapes Counting Visual Matching Awareness of Correspondence Auditory attention Visual Counting Sequential Counting Knowledge of numbers Visual Recognition and Discrimination of numbers Addition Subtraction • Pre Literacy Skills • Visual Recognition • Visual Discrimination • Sequential Knowledge • Ability to follow verbal direction • Pencil Control • Capacity to copy letter • Visual attention • Recognition of letter • Visual retrieval • Syntax memory • Spatial concepts • Knowledge of prepositions • Visual memory • Discrimination by category • Listening comprehension

  12. EFFECTS OF MOTHER CHILD EDUCATION PROGRAM At The End of The Program

  13. SEX DIFFERENCES IN THE MOTHER-TRAINED GROUP 60 50 40 GIRLS 30 CHANGE SCORES BOYS 20 10 0 PRE-LITERACY PRE-NUMERACY

  14. SEX DIFFERENCES FOR THE NON-TRAINED GROUP 20 18 16 14 GIRLS 12 BOYS 10 CHANGE SCORES 8 6 4 2 0 PRE-LITERACY PRE-NUMERACY

  15. EFFECTS OF MOTHER CHILD EDUCATION PROGRAM At The End of Primary School

  16. DIFFERENCES ACCORDING TO ENVIRONMENTAL STIMULATION INDEX 100 90 STIMULATING ENVIRONMENT 80 70 NON-STIMULATING ENVIRONMENT 60 50 MEAN SCORES 40 30 20 10 0 LITERACY NUMERACY LITERACY NUMERACY MOTHER-TRAINED NON-TRAINED

  17. DIFFERENCES ACCORDING TOSTUDY ENVIRONMENT AT HOME 100 90 80 SUITABLE ENVIRONMENT 70 60 NON SUITABLE ENVIRONMENT 50 MEAN SCORES 40 30 20 10 0 LITERACY NUMERACY LITERACY NUMERACY MOTHER-TRAINED NON-TRAINED

  18. DATE CHILD BEGAN TO READ 25 20 15 NUMBER OF CHILDREN 10 5 0 NOV DEC JAN FEB MAR APR TRAINED NON-TRAINED

  19. SCHOOL READINESS OF CHILD ACCORDING TO MOTHER NOT READY NOT READY 0% 72% READY READY 100% 28% MOTHER-TRAINED NON-TRAINED

  20. MOTHER SHOWED AN EXTRA EFFORTFOR HER CHILD’S SUCCESS AT SCHOOL NO NO 11% 41% YES YES 89% 59% MOTHER-TRAINED NON-TRAINED

  21. TEACHERS EVALUATION on SCHOOL READINESS 3.9 3.8 3.7 3.6 MEANS 3.5 3.4 3.3 3.2 COGNITIVE SOCIAL MOTHER-TRAINED NON-TRAINED

  22. TEACHER’S EVALUATION OF CHILDREN 4.5 4 3.5 3 2.5 MEANS 2 1.5 1 0.5 0 APPROPRIATE ATTENTIVE CREATIVE CURIOUS BEHAVIORS MOTHER-TRAINED NON-TRAINED

  23. MOTHERS’ INTEREST IN SCHOOLING 4.6 4.5 4.4 MOTHER-TRAINED 4.3 NON-TRAINED 4.2 MEANS 4.1 4 3.9 3.8 3.7 3.6 ACCORDING TO MOTHER ACCORDING TO TEACHER ATTENDANCE AT SCHOOL MEETINGS

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