How was Teach ECE Developed?
    1           Review of existing early childhood education (ECE) classroom observation tools: Existing classroom
                observation tools for ECE1 used in low- and middle-income countries were reviewed to identify key teaching
                practices that were commonly captured across high- and low-inference observation tools. The theoretical
                and empirical evidence from ECE studies were also surveyed to supplement these key ECE teaching
                practices from observation tools.


    2           Mapping of ECE teaching practices to Teach Primary2 framework: The development team for Teach
                ECE — which was composed of education specialists, ECE teachers, ECE researchers, and a
                developmental psychologist — mapped these ECE teaching practices to the Teach Primary framework,
                which has been used in over twenty countries, to identify whether the framework was still applicable in early
                childhood settings; it was found to be appropriate but needed to be revised accordingly to reflect
                developmentally appropriate practices for children ages 3–6.


    3           Development and enhancement of the Teach ECE framework: In the development of the Teach ECE
                framework, comparisons to existing tools used in ECE revealed that there were behaviors that were not
                reflected in the existing Teach Primary framework, such as Language Facilitation – how ECE teachers
                stimulate children's language development. A new cross-cutting theme, Language Facilitation, was
                incorporated, bringing the number of cross-cutting themes captured in Teach ECE to three: Inclusion,
                Child-Centered Activities, and Language Facilitation.


    4           Internal review of Teach ECE tool: Experts from within the World Bank with experience in ECE were
                invited to review the tool and provided valuable feedback on what could be improved, potential missing
                elements, and/or any possible deficiencies in how the development team had mapped ECE teaching
                practices to the Teach Primary framework.


    5           First country pilot: In parallel to the internal review process, the Teach ECE tool was piloted in a round
                of master coding and enumerator training in the Dominican Republic in July 2019, in which 90% of
                enumerators were reliable on the tool.


    6           Revisions based on review feedback and pilot: The team incorporated the lessons learned from the
                pilot round with feedback from the internal review to revise the tool and supporting materials. Main
                revisions included: revising examples of behaviors to ensure they were age-appropriate, and further
                incorporating examples of play-based learning. It became evident also in the pilot round that it was difficult
                to distinguish Language Facilitation from behaviors that were captured elsewhere in the tool. As a result,
                the team chose to remove Language Facilitation as an independent behavior, and instead incorporated it
                into the existing behaviors under Guided Learning, for example, in modeling and in adjusting.


    7           Additional country pilots: In addition to the Dominican Republic, Teach ECE has now been piloted in
                Mongolia (December 2019), Pakistan (March 2020), and Romania (December 2020), in which 100, 79,
                and 100% of enumerators were reliable, respectively.


    8           External Expert Review: Teach ECE was submitted for review to education experts3 for an Expert
                Review in April 2020.



    9           Revised Teach ECE tool: A revised edition of Teach ECE was created taking into consideration the
                latest feedback from pilot rounds and the Expert Review. Key changes incorporated into the final version
                of the Teach ECE tool include: more developmentally-appropriate examples of quality, drawn across a
                range of cultural contexts and differing ECE teaching practices — from teacher-centered to child-centered
                learning activities; and a deepened focus on Language Facilitation throughout the tool.


1
    These included the MELE, CLASS, ECERS-R, Stallings, and TIPPS.
2
    For information on the development of Teach Primary, see the Teach Primary Observer Manual.
3
 The experts consulted were: Frances Aboud, Caroline Cohrssen, Dawn Davis, Yyannu Cruz-Aguayo, Patricia Kariger, Sharon Kim, Florencia Lopez-Boo, Rita NG, Abbie
Raikes, Anaga Ramachandran, Nirmala Rao, Rebecca Sayre, Edward Siedman, David Whitebread, and Hirokazu Yoshikawa.