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.

Little is known about parents' book-sharing styles in indigenous communities undergoing social and cultural change. This study investigated Guatemalan Mayan parents' book-sharing styles and their relation to parents' schooling experience and children's narrative contributions. Thirty parents and their first-grade children (ages 7–9) were audiotaped sharing a worded picture book. Most parents either adopted the role of the sole narrator (40%) or shared the role of the narrator with their children (40%); other parents focused on teaching literacy skills (20%). Guatemalan Mayan parents with greater schooling experience were more likely to adopt the sole-narrator style than other styles. Children whose parents adopted the sole-narrator style contributed significantly less to the story (both in amount and type of new information provided) than children whose parents adopted other styles. Implications for family literacy programs working with Guatemalan Mayan and other indigenous communities are discussed.