We’re proud to share the work of our NYU-TIES colleague, Alice Wuermli, and her coauthors, who have just published the first major paper of their ongoing pre-natal birth cohort study in Bangladesh.

This cohort profile paper outlines the study's foundations, sets the stage for future publications, and offers a powerful reminder of why early childhood research matters—not just for developmental science, but for creating real-world impact in diverse contexts. At Global TIES we are committed to bridging rigorous evidence with meaningful action.

Read Alice’s post to learn more about the study’s insights and the implications they hold for early childhood initiatives. Kudos to Alice and the entire research team for their hard work and dedication.

Global TIES for Children Fall 2025 Newsletter

Florencia Lopez Boo presented at the 2025 Inter-American Development Bank Regional Policy Dialogue: "Childhood, Innovation, Impact: Transforming Early Childhood Development in Latin America and the Caribbean (LAC)" in Mexico City.

More than 100 participants, including authorities from 17 LAC countries, donors, civil society, and academics.
Wonderful speakers and panelists such as Susan Walker, Mariano Bosch Mossi, Marta Rubio-Codina, Carolina Freire, Romina Tome, Alexandre Bagolle, Claudia Vazquez, Jorge Gaete, Filipa de Castro, Eunice Deras, Andrés Moya, among many others.
Tremendous master lecture by James Cairns.
And a first-class closure of the "Child Development Innovation Fund."

Not only was it motivating to discuss the challenges of Latin America in the coming years, it was also nice to catch up with the Haiti and Argentina teams whom we are working on border agendas, and to see so many dear friends and colleagues. Congratulations to the Pablo Ibarraran team and the Inter-American Development Bank for this unique space for reflection.

We’re excited to share that we kicked off training for the pilot phase of our iRRRd study on October 5, together with our partners at icddr,b and University of California, Davis. Over the next three months, we will test new measures for the next wave of data collection with Rohingya refugee families living in the southeast of Bangladesh.

This wave — following children in our study cohort as they reach three years of age — has been made possible by a $𝟯 𝗺𝗶𝗹𝗹𝗶𝗼𝗻 𝗴𝗿𝗮𝗻𝘁 𝗳𝗿𝗼𝗺 The LEGO Foundation.

“This pilot is a critical step to make sure our tools capture the unique realities of Rohingya and host community families,” said Fahmida Tofail, co-Principal Investigator and Scientist at icddr,b. “We are eager to generate insights that can inform both science and policy.”

“Having the chance to follow children into toddlerhood is an extraordinary opportunity,” added Alice Wuermli, Principal Investigator for iRRRd and Director of Research & Innovation at NYU Global TIES for Children. “It allows us to investigate the mechanisms — from the molecular to the social — of how pre- and postnatal environments affect early development.”

𝗪𝗲 𝗮𝗿𝗲 𝗱𝗲𝗲𝗽𝗹𝘆 𝗴𝗿𝗮𝘁𝗲𝗳𝘂𝗹 𝘁𝗼 𝘁𝗵𝗲 𝗟𝗘𝗚𝗢 𝗙𝗼𝘂𝗻𝗱𝗮𝘁𝗶𝗼𝗻, 𝗶𝗰𝗱𝗱𝗿,𝗯, 𝗨𝗖 𝗗𝗮𝘃𝗶𝘀, 𝗮𝗻𝗱 𝗮𝗯𝗼𝘃𝗲 𝗮𝗹𝗹, 𝘁𝗼 𝘁𝗵𝗲 𝗳𝗮𝗺𝗶𝗹𝗶𝗲𝘀 𝘄𝗵𝗼 𝗺𝗮𝗸𝗲 𝘁𝗵𝗶𝘀 𝘄𝗼𝗿𝗸 𝗽𝗼𝘀𝘀𝗶𝗯𝗹𝗲.

Prof. Yoshikawa participated in the launch of a new global research partnership with Epoka University School of Architecture and Planning to study the Tirana School Street model​. 

The Global TIES team was proud to co-host on NYU’s campus, The Agency Summit with The Agency Fund and NYU Office of the Provost. Organized alongside #UNGA week here in New York City, The Agency Summit on Friday, September 26th, was designed to “foster collaboration between researchers, practitioners, and funders to explore how personal and collective agency can be harnessed to promote sustainable development outcome.”
The full-day agenda was opened by heavy-hitters Hazel Markus, Karla Hoff, and Joseph E. Stiglitz, and included many engaging conversations.

In a day full of standout moments, we want to highlight the “Practice” panel with Tarun Cherukuri, Amanda Beatty, Carolina Trivelli Avila, and Hirokazu Yoshikawa (moderated by our very own Florencia Lopez Boo): a grounded conversation on turning evidence into decisions that communities can actually use.

We loved Kate Schwartz’s reflections on implementation, measuring what matters, building feedback loops, and staying close to context.

Our very own Hirokazu Yoshikawa presented alongside the The LEGO Foundation Engage research team from South Africa, Colombia, Bangladesh, Sierra Leone, Uganda, Denmark to a packed room.

The symposium showcased findings from a global research partnership using the Engage observation tool, now in its 6th year of development. This innovative toolkit measures how adults support children’s engagement in learning – at home and in classrooms – across four dimensions: Exploration, Agency, Social & personal connection, Emotional climate.

The results are powerful: engagement not only boosts academic skills, but also supports social and emotional learning. Insights like these are shaping how we measure adult–child interactions and design programs that better support children’s learning across the early years and primary school.

Delivering early-childhood programs at scale is a major policy challenge. One way to do so is by using existing public infrastructure. This paper experimentally assesses the short-term effects of a new government home-visiting program integrated into health-care services. The program changed the allocation of time for community health workers by asking them to carry out tasks related to early-childhood development. We find that access to the program has a positive but modest effect on home environment quality and no effect on child development or on children’s health status. Our results point to the importance of workload, supervision, and buy-in from delivery actors to enhance fidelity of interventions.

Gaps in child development by socio-economic status (SES) start early in life, are large and can increase inequalities later in life. We use recent national-level, cross-sectional and longitudinal data to examine inequalities in child development (namely, language, cognition and socio-emotional skills) of children 0–5 in five Latin American countries (Chile, Colombia, Mexico, Peru and Uruguay). In the cross-section analysis, we find statistically significant gaps with inequality patterns that widely differ across countries. For instance, gaps in language and cognition for Uruguay and Chile are much smaller than those for Colombia and Peru. When turning to the longitudinal data, average SES gaps are similar to those of the cross-section in language but differ substantially in cognition, mainly in Uruguay where they emerge as more unequal when cohort effects do not operate. Importantly, we also find that the ECD gaps found at early ages (0–5) still manifest 6–12 years later in almost all locations and realms in which we have measures of early child development, but they do not increase with age. Results are robust to using different measures of inequality (income and maternal education). Gaps are smaller but generally remain when adjusting for possible explanatory factors (e.g. family structure, parental education, geographic fixed effects). To reduce ECD inequality and promote equality in later life outcomes, policymakers should look to implementing evidence-based interventions at scale to improve developmental outcomes of the most disadvantaged children in society.

Florencia Lopez Boo had the honor of delivering a keynote on “Investing Better in Child Development Policies, ”sharing reflections on how we can improve the design and delivery of impactful programs at scale.

In July 2025, LEARN scholars from Ghana came together in Accra for their first annual methods workshop—five days of hands-on training focused on measure development and psychometric analysis.  By investing in these skills, LEARN scholars are building the capacity to advance research on learning variability.

TIES Director Florencia Lopez Boo recently participated in the 2025 edition of the Petralia Applied Microeconomics Workshop!

in June 2025, TIES co-hosted the LEARN Summer Methods Workshop with our partners, Universidad de Los Andes, bringing together early-career scholars and professors from across Colombia for five days of immersive training in psychometrics and measurement development.

Florencia Lopez Boo had the honor of delivering a keynote on “Investing Better in Child Development Policies,”sharing reflections on how we can improve the design and delivery of impactful programs at scale.

We were also proud to present our poster on hybrid modalities of parenting programs from Jamaica, highlighting how flexible, evidence-informed models can better support families. Special thanks to Susan Walker and Fahmida Tofail for the insightful discussions.

Millions of refugees around the world suffer in silence, not because they lack a voice, but because their pain is misunderstood or mismeasured.

On World Refugee Day, we uplift the voices and lived realities of displaced communities and call for deeper, more culturally responsive care.

At TIES, we work hard to partner with local communities and integrate methods that capture participant voices directly. For example, the paper we reshare today highlights some of the qualitative work we have done as part of the iRRRd study, led by Rohingya researchers and collaborators, to explore cultural concepts of distress (CCDs) among Rohingya refugees in Cox’s Bazar. It identifies five locally meaningful expressions of emotional suffering, like tenshon and bishi sinta, that often go unrecognized by standard mental health tools.

As we act in solidarity with refugees, we must design support systems that reflect how communities themselves understand and communicate distress.

The ECPS-CQI instrument was developed in English by Anaga Ramachandranm, Dalia Al Ogaily, Kate Schwartz, Joyce Rafla and Hirokazu Yoshikawa and used to measure the quality of interactions during a phone call with a parent or caregiver. The instrument assesses the domains of relationship with family, responsiveness to family strength, needs, and culture, facilitation of caregiver-child interaction, and active listening. The ECPS-CQI tool has shown promising evidence for reliability and validity, and with caution, it can be used for intended purposes with similar samples/contexts.

A meaningful gathering in Germany, where LEARN and LEVANTE scholars came together to exchange ideas, build connections, and advance research on learning variability—how children grow and learn across time, groups, and contexts.

With support from the Jacobs Foundation, LEARN program—led by NYU, Universidad de los Andes, and the University of Cape Coast—empowers early-career scholars to shape research that reflects their local realities and drives more equitable, context-informed approaches to supporting children’s learning.

Moments like these remind us that global progress begins with meaningful relationships!

Professor Lawrence Aber, former Co-Director of NYU Global TIES for Children, received an award for Distinguished Contributions to Understanding International, Cultural, and Contextual Diversity in Child Development at the 2025 SRCD Biennial Meeting.