As part of the Play to Learn initiative, with funding from the LEGO foundation, BRAC and Sesame Workshop designed a 6-month fathers’ engagement component to be added to an existing parenting intervention for mothers. The program was developed for fathers of children aged 0-3 in the Rohingya camps and surrounding host communities in Cox’s Bazar, Bangladesh, and focuses on mental health, responsive caregiving, and engagement with family. As part of an impact evaluation of the intervention1, we at Global TIES, New York University, developed an instrument to measure the quality of the intervention delivery.

This brief discusses the importance of measuring quality, the process of developing and implementing this quality instrument, and the preliminary analysis of data collected using it. In addition to informing the impact evaluation, a broader goal of this work is to contribute to the emerging knowledge on measuring program quality and fidelity, particularly in low and middle income countries (LMIC) and emergency contexts, and better understand “how” and “why” parenting programs in these contexts do or do not work.

Since its inception, partners of the LEGO Foundation-funded Play to Learn project have prioritized co-construction and community engagement1, 2 in designing and running programs that target children and caregivers in Bangladesh affected by the Rohingya displacement crisis. This includes the Humanitarian Play Labs (HPLs), a flagship program of BRAC, one of the main humanitarian partners implementing early childhood development (ECD) activities under Play to Learn. Given the emphasis and importance placed on community engagement in the HPL set-up and operations, Global TIES for Children at NYU, as the main research partner of the project, conducted a specific study to better understand the myriad ways in which community engagement happened around the HPLs and was perceived by the community. The study team, which included project partners and our data collection partner, Arced Foundation, was particularly interested in how participating community members experienced and understood these programs and how they would like to be engaged to sustain them beyond the lifetime of the six-year Play to Learn project.

In conducting this research, the study team deliberately employed participatory research approaches that themselves relied on community engagement as a key strategy for generating specific research questions (related to the study’s focus areas), collecting data, and interpreting community input. This brief discusses the importance of participatory research, the process of running a participatory workshop, and reflections on how the data generated is of particular value to humanitarian implementers. In addition to informing program delivery, a broader goal of this work is to contribute to understanding both the “how” of participatory research methods (what goes into them, how they can be organized) and the “why” behind them (the benefits of multi-method approaches and community engagement as key research strategies).

This study is a causal impact evaluation of Watch, Play, Learn (WPL), a program by Sesame Workshop that consists of videos that aim to bring playful early learning opportunities to children, especially those affected by conflict and crisis, via mobile phones. This study focused on the effects of WPL math and social-emotional skills content delivered to Venezuelan migrants and Colombian children living in communities in Colombia where families and children face challenges in accessing essential services, including early education. Implementation was led by the Colombia office of Innovations for Poverty Action.

This study is a causal impact evaluation of Watch, Play, Learn (WPL), a program by Sesame Workshop that consists of videos that aim to bring playful early learning opportunities to children, especially those affected by conflict and crisis, via mobile phones. This study focused on the effects of WPL math and social-emotional skills content delivered to Venezuelan migrants and Colombian children living in communities in Colombia where families and children face challenges in accessing essential services, including early education. Implementation was led by the Colombia office of Innovations for Poverty Action.

This first brief in the NYU Global TIES for Children (NYU-TIES) series presents preliminary findings collected as part of the pre-pilot and pilot phases of one of their Play to Learn impact evaluations and a longitudinal study. The impact evaluation, led by NYU-TIES, investigates BRAC's flexible, hybrid home-visiting program in Cox’s Bazar which seeks to engage fathers as well as mothers and the longitudinal study features three-cohorts from prenatal and birth which follow young Rohingya children through their first years of life. The data in this brief looks specifically at Rohingya fathers’ perceptions of play.

Global TIES for Children is excited to share some initial results from preliminary research concerning fathers’ involvement in children’s development in Rohingya refugee communities in Cox’s Bazar, Bangladesh. The research was conducted as part of the LEGO foundation-funded Play to Learn project, a partnership between Sesame Workshop, BRAC, the International Rescue Committee (IRC), and TIES to provide and understand a range of early child development services for these communities. NYU’s research unearths.


Image credit: Ante Hamersmit (@ante_kante on Unsplash)

Image credit: Van Tay Media (@vantaymedia on Unsplash)