Remote ECD Services
About the issue:
Remote early childhood development services can complement in-person services in a variety of ways, reaching families on the move or who cannot access local programs or adding value for those who regularly attend in-person services. Implementing successful remote or hybrid interventions requires not only expertise in early childhood programming, but also knowledge on design and deployment of digital content and fit-for-purpose hardware and software.
This resource page* presents reasons for using remote ECD approaches, how to deliver digital content, key design and implementation principles, and considerations for scaling and systematization.
*This page was developed in partnership with Sesame Workshop and the University of Virginia Humanitarian Collaborative
Why it Matters
This resource page presents reasons for using remote ECD approaches, how to deliver digital content, key design and implementation principles, and considerations for scaling and systematization.
Resources
Multi-country Reviews
Program Impact Reports
Equity
Digital Principles and Safeguarding
Parenting
Remote and Hybrid Approaches in Emergencies
- A supplement to in-person programming providing additional activities and/or opportunities to practice and reinforce skills
- Example: Batl Al Fada’a App for Math Support for Syrian Refugees
- An extension to reach people who lack reliable access to in-person services, like those living in remote areas or with disabilities
- Example: Jugar para Soñar: Play-based early education for Venezuelan children in Colombia
- A temporary replacement, providing alternative services in situations where conflict or crisis disrupts in-person service provision
Delivery approaches
ECD content can be delivered remotely using a variety of mechanisms and devices and can target different audiences – children, caregivers, teachers, facilitators, or a combination of these – and may be directed to individuals or small groups.
Whether at home or at an early learning facility, with caregivers, facilitators, or siblings, remote ECD services will always require a thoughtful approach to creating awareness, encouraging utilization, and maintaining participation and engagement.
Challenges to access
Obstacles to access vary by population and region. Barriers can include limited availability of digital devices (due to availability, cost, cultural practices, etc.), lack of or inconsistent electricity and/or internet, and low digital literacy. These challenges are more common in geographically marginalized communities (i.e., living in rural areas or difficult-to-reach urban settings) and socio-culturally marginalized communities (i.e., persons with disabilities, minority ethnic groups, displaced families, etc.). Some programs have overcome these barriers by providing pre-loaded devices (e.g., USB drive, disk), free wifi access (e.g., Jardin Sesamo in Colombia), or using applications that do not require internet connection or large data plans.
Devices and uses
Major categories of devices are described below with potential content delivered, the advantages of that particular device, and relevant examples.
DEVICE | POTENTIAL CONTENT | ADVANTAGES | EXAMPLES |
Radio |
Radio broadcast of early learning content
Interactive Audio Instruction
| ● Widespread availability globally ● Access is often evenly distributed (rural/urban, across countries, income levels, etc.) ● Easy to use ● Can reinforce education curriculum ● Has opportunities for interaction if mediated by a teacher or caregiver | Interactive Audio Instruction (Honduras, Malawi, Zambia)
Al Aire con Enrique radio program (Colombia and Venezuela) |
Brick phones | Voice calls Text messaging Interactive Voice Response systems (IVR) Automated messaging systems | ● Widespread availability ● Low cost ● Mobile connections generally reliable ● Easy to use ● Can automate and customize outreach to individuals | Pashe Achhi (Bangladesh)
Annenberg Institute (Brown University) Tips by Text program |
Smart phones | Messaging services (WhatsApp, Viber, telegram, FB messenger, etc.) Interactive Voice Response systems (IVR) Voice calls Video calls (Zoom, Skype, Teams) E-books Podcasts Games Internet-based platforms (Facebook groups, other social media platforms) Videos Apps | ● Broad range of content and distribution platforms ● Mobile connections generally reliable in LMIC ● Can support high level of engagement ● Can provide content that is tailored to child’s needs/abilities ● Can provide activities that encourage interaction between caregiver and child
| Gindegi Goron remote parenting program (Bangladesh)
Play Connect Learn (India)
Thriveby5 parenting app (global) |
TV | Educational TV programs
| ● Can deliver quality content at very large scale ● Easy to use for families or children ● Relatively high level of regular access to TV programming in LMIC | Sesame Workshop’s Ahlan Simsim TV show (Middle East)
Ubongo’s Akili and Me TV show (sub-Saharan Africa)
|
Laptops/ computers / tablets | Video calls (Zoom, Skype, Teams) E-books Podcasts Games Internet-based platforms (Facebook groups, other social media platforms) Typing & Keyboard Activities Videos Apps Printables | ● Can access wide array of content ● Can support high level of interactivity ● Can provide content that is tailored to child’s needs/abilities ● Can store large amount of content for education or other facilitated learning setting | Welcome Sesame (Ukraine)
Worldreader BookSmart program (Africa, LAC, India, US)
Urjouha online parenting hub (Lebanon and Jordan)
|
Non-technology | Books or posters Coloring books Art supplies ECD Home Kits Play materials Other learning materials | ● Very accessible ● Easy to use ● Can provide key supplements to reinforce learning
| PlayMatters at Home (Ethiopia, Uganda and Tanzania)
|
Regardless of the purpose, device, and content, effective remote or hybrid ECD programs must balance the following design and implementation principles in order to drive consistent engagement and impact.
- Practical: To facilitate equitable access, build on participants’ existing device access, digital and media practices, and digital literacy skills – and provide necessary technology, where needed, to facilitate access. Also, make remote services as simple and easy to understand and use given the challenges marginalized individuals face, including daily demands, cognitive load, etc.
- Example: Welcome Sesame in Ukraine used platforms caregivers were already using most – YouTube, Facebook, etc.
- Customizable: Tailoring information and activities to participants’ needs (i.e., culture, age, ability, etc.) makes services more accessible and relatable and translates into participation and impact.
- Example: Thrive by Five app tailors content to local contexts and provides a framework for cultural adaptation.
- Example: A program in Malawi shared information about children’s academic performance, sparking parental involvement.
- Interactive: Building interaction into the service—both in terms of interaction via the device and promoting caregiver-child interaction—can help children engage and maintain interest. It can also help caregivers get the most value and remain involved.
- Example: In Bangladesh, the Gindegi Goron program included biweekly phone call check-ins so participants could ask questions and receive encouragement and support.
- Repeatable: One of the benefits of remote approaches is that users can access information and activities repeatedly. Consistent repetition helps learners build and reinforce knowledge and promotes behavior change.
- Example: Being able to view Watch, Play, Learn videos numerous times helped children in Colombia
- Multi-modal: An informed combination of no-tech, low-tech, and high-tech approaches can ensure that programming is accessible to all children and caregivers. A multi-modal approach can also provide for different learning styles and thereby improve outcomes. This diversity of approaches can simultaneously engage younger and older siblings present in a single household.
- Example: In several Latin American countries, using multiple modalities led to impact.
- Timed for impact: Remote ECD programs should fit into caregivers’ schedules. For example, parenting support works best when caregivers have the time and attention to engage with the lesson (such as on weekends, after school, after a meal, etc.), so identifying and targeting these windows can maximize impact. Also, timing is essential when there is intermittent internet or electricity for participants.
- Example: The Ahlan Simsim mass messaging intervention found many caregivers preferred receiving messages in the evening.[1]
- Safe: It is critical to ensure data privacy and guard against cyberbullying, online exploitation, harmful content, and inappropriate data collection or use.
[1] Sesame Workshop, 2021. Mass Messaging Program: Redesign Workshop. Powerpoint presentation.
Remote modalities can expand the reach of ECD policies or systems that have previously relied solely on face-to-face programming.[1] Many organizations are experimenting with hybrid approaches that draw on the benefits of both remote and in-person mechanisms. For effective ECD programming, which depends on regular and sustained contact with large numbers of young children and caregivers, remote and hybrid approaches can be part of a longer-term scaling and systems-building strategy. Some countries are already doing this.
[1] Topping, M., Douglas, J., & Winkler, D. (2021). General Considerations for Conducting Online Qualitative Research and Practice Implications for Interviewing People with Acquired Brain Injury. International Journal of Qualitative Methods, 20, 160940692110196. https://doi.org/10.1177/16094069211019615.