Testing the effect and timing of early childhood interventions for child development from ages 3-5

Current primary outcome measures as of 21/08/2018:
The following will be assessed at the midline (June 2019) and the endline (December 2019) (participants will be an average of 53 months of age at the midline, and 60 months of age at the endline):
1. Cognitive development assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI):
2. School readiness, assessed using either or both of the following:
2.1. Daberon-II Screening for School Readiness test (DABERON-2)
2.2. School Readiness Instrument (SRI)

Previous primary outcome measures:
The following will be assessed at the midline (June 2019) and the endline (December 2019) (participants will be an average of 53 months of age at the midline, and 60 months of age at the endline):
1. Development of the following, assessed using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI):
1.1. Cognitive development
1.2. Executive function
1.3. Language development
2. Behavioural problems and prosocial behaviour, assessed from reports of mothers using the Strength and Difficulties Questionnaire (SDQ)
3. School readiness, assessed using either or both of the following:
3.1. Daberon-II Screening for School Readiness test (DABERON-2)
3.2. School Readiness Instrument (SRI)
4. Preschool quality, assessed using a self-developed Preschool Assessment Tool, based on the Early Childhood Education Quality Assessment Scale (ECEQAS), the Classroom Assessment Scoring System (CLASS) and the Teacher Instructional Practices and Processes System (TIPPS)

Current secondary outcome measures as of 21/08/2018:
The following will be assessed at the midline (June 2019) and the endline (December 2019) (participants will be an average of 53 months of age at the midline, and 60 months of age at the endline):
1 . Development of the following, measured using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI):
1.1 Executive function
1.2 Language Development
2. Behavioural problems and prosocial behaviour, assessed from reports of mothers using the Strength and Difficulties Questionnaire (SDQ)
3. Child anthropometric measures (height-for-age, weight-for-age and weight-for-height Z scores), used to assess the following using electronic weighing scales operated by trained data collectors:
3.1. Extent of growth faltering
3.2. Extent of growth recovery
4. Child rearing practices, assessed using UNICEF Family Care Indicators (FCIs) and subscales of the Home Observation for the Measurement of the Environment (HOME):
4.1. Level of stimulation in the home
4.2. Presence of toys and learning materials in the house
4.3. Parental involvement with the child
4.4. Child's routines
4.5. Organisation of the child's time inside and outside of the family house
5. Parental knowledge of child rearing practices, assessed using items from the Knowledge of Infant Development (KIDI) and a self-developed questionnaire designed to elicit maternal beliefs on the return to parental investment. As part of the previous trial we developed an instrument on eliciting maternal beliefs on the return to parental investment. This module gathers information on maternal beliefs which elicit their choices of investments in the development of their younger children. This questionnaire is designed to be filled in by the mother or the primary caregiver of the child. We present the primary caregiver some questions about a hypothetical child and ask her about the process of development of such child under different scenarios. The interviewer stressed that the hypothetical child was not the woman’s own child but a generic one, as such an approach made the description of the hypothetical scenarios easier. In terms of the scenarios, we present two groups of children, one who can speak easily and the other who find it harder to speak as well as two types of families, one family where the mother spends more time with the child and in another in which mother and child spend less time together.
5.1. Mother's knowledge of nutrition and stimulation
5.2. Mother's beliefs regarding importance of nutrition and stimulation for child development
6. Preschool quality, assessed using a self-developed Preschool Assessment Tool, based on the Early Childhood Education Quality Assessment Scale (ECEQAS), the Classroom Assessment Scoring System (CLASS) and the Teacher Instructional Practices and Processes System (TIPPS)

Previous secondary outcome measures:
The following will be assessed at the midline (June 2019) and the endline (December 2019) (participants will be an average of 53 months of age at the midline, and 60 months of age at the endline):
1. Child anthropometric measures (height-for-age, weight-for-age and weight-for-height Z scores), used to assess the following using electronic weighing scales operated by trained datat collectors:
1.1. Extent of growth faltering
1.2. Extent of growth recovery
2. Child rearing practices, assessed using UNICEF Family Care Indicators (FCIs) and subscales of the Home Observation for the Measurement of the Environment (HOME):
2.1. Level of stimulation in the home
2.2. Presence of toys and learning materials in the hoiuse
2.3. Parental involvement with the child
2.4. Child's routines
2.5. Organisation of the child's time inside and outside of the family house
3. Parental knowledge of child rearing practices, assessed using items from the Knowledge of Infant Development (KIDI) and a self-developed questionnaire designed to elicit maternal beliefs on the return to parental investment. As part of the previous trial we developed an instrument on eliciting maternal beliefs on the return to parental investment. This module gathers information on maternal beliefs which elicit their choices of investments in the development of their younger children. This questionnaire is designed to be filled up by the mother or the primary caregiver of the child. We present the primary caregiver some questions about a hypothetical child and ask her about the process of development of such child under different scenarios. The interviewer stressed that the hypothetical child was not the woman’s own child but a generic one, as such an approach made the description of the hypothetical scenarios easier. In terms of the scenarios, we present two groups of children, one who can speak easily and the other who find it harder to speak as well as two types of families, one family where the mother spends more time with the child and in another in which mother and child spend less time together.
3.1. Mother's knowledge of nutrition and stimulation
3.2. Mother's beliefs regarding important of nutrition and stimulation for child development