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Pesquisa Longitudinal de Sa\u00fade e Desenvolvimento Infantil no Equador, Rodadas 1-5 (2003-2014). 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"indicator_category": "", "is_indicator": false, "language": [], "last_modified": "2025-03-07T23:21:48.542764", "metadata_modified": "2026-06-11T20:22:38.204649", "mimetype": "text/csv", "mimetype_inner": null, "name": "Ecuador", "package_id": "9c42a1bf-c4b1-4d97-ba11-d6c806c8ebcd", "position": 2, "resource_id": "1fe19f99-6a2e-4b92-adbd-a8677c36a509", "resource_type": null, "rights": {}, "set_url_type": false, "size": 20930401, "state": "active", "task_created": "2025-03-07 23:21:50.545418", "theme": {}, "url": "https://data.iadb.org/files/download/4fffd730-ce8b-4c0d-920e-0ea12a736862"}], "spatial_coverage": [{"bbox": "", "centroid": "", "geom": "", "label": {"en": "Ecuador", "es": "Ecuador", "fr": "\u00c9quateur", "pt_BR": "Equador"}, "uri": "https://sws.geonames.org/3658394"}], "groups": [], "relationships_as_subject": [], "relationships_as_object": [], "doi": "10.60966/a16j-sc59", "doi_status": true, "domain": "https://data.iadb.org", "doi_date_published": "2025-03-08", "doi_publisher": "IADB", "data_collection_type": [{"uri": "https://taxonomy.iadb.org/knowledgeProductsTaxonomy/40812682-185a-4604-8fe0-ecb3c8a6f736", "labels": {"en": "Survey Data", "es": "Datos de Encuesta", "fr": "Donn\u00e9es d'enqu\u00eate", "pt_BR": "Dados de Inqu\u00e9ritos"}}], "keyword": {"en": ["Child Development", "Child Health"], "es": ["Desarrollo Infantil", "Salud Infantil"], "fr": ["D\u00e9veloppement de l'Enfant", "Sant\u00e9 Infantile"], "pt_BR": ["Desenvolvimento Infantil", "Sa\u00fade Infantil"]}, "contact_point": "opendata@iadb.org", "description": {"en": "Understanding how children grow, learn, and thrive requires long-term, high-quality data. Few developing countries have longitudinal surveys that track children from early childhood through adulthood, with large sample sizes and low dropout rates. Ecuador is one of those few.\n\nThe Ecuador Longitudinal Survey began in 2003 and has followed the same cohort of children in five rounds (2003, 2005, 2008, 2011, and 2014). The data provide a rare opportunity to study child development and child health in Ecuador over time, revealing when and how gaps in human capital emerge, evolve, and affect later outcomes.\n\nAcross its waves, the survey assessed multiple areas of child development:\n- Cognitive and language abilities  \n- Fine and gross motor skills  \n- Socio-emotional development  \n\nFor children attending school, the study also measured learning outcomes (language and mathematics) and executive function to assess educational progression and readiness.\n\nThe Ecuador child development dataset has informed dozens of academic papers and IDB studies, including research by Paxson and Schady (2007, 2010) and Fernald and Hidrobo (2011). Tests were carefully adapted and validated for the local context to ensure cultural and linguistic relevance.\n\nTogether, these data serve as a cornerstone for understanding child health, development, and learning trajectories in Ecuador\u2014and a global model for longitudinal research in developing countries.", "es": "Saber c\u00f3mo crecen, aprenden y se desarrollan los ni\u00f1os exige informaci\u00f3n de calidad sostenida durante a\u00f1os. Son muy pocos los pa\u00edses en desarrollo que disponen de encuestas longitudinales capaces de acompa\u00f1ar a los mismos ni\u00f1os desde la primera infancia hasta la edad adulta, con muestras amplias y escasa deserci\u00f3n. Ecuador figura entre esa minor\u00eda.\n\nLa Encuesta Longitudinal del Ecuador arranc\u00f3 en 2003 y dio seguimiento a una misma cohorte de ni\u00f1os a lo largo de cinco rondas (2003, 2005, 2008, 2011 y 2014). Gracias a ello es posible analizar el desarrollo y la salud infantil del pa\u00eds a trav\u00e9s del tiempo, y observar en qu\u00e9 momento y de qu\u00e9 manera aparecen las brechas de capital humano, c\u00f3mo se transforman y qu\u00e9 efecto tienen en resultados posteriores.\n\nEn sus distintas rondas, la encuesta midi\u00f3 varias dimensiones del desarrollo infantil:\n- Competencias cognitivas y de lenguaje  \n- Motricidad fina y gruesa  \n- Desarrollo socioemocional  \n\nEn el caso de los ni\u00f1os escolarizados, tambi\u00e9n se evaluaron los aprendizajes en lenguaje y matem\u00e1ticas, junto con la funci\u00f3n ejecutiva, para medir su progresi\u00f3n y preparaci\u00f3n educativa.\n\nEl conjunto de datos sobre desarrollo infantil del Ecuador ha nutrido decenas de art\u00edculos acad\u00e9micos y estudios del BID, entre ellos los trabajos de Paxson y Schady (2007, 2010) y de Fernald e Hidrobo (2011). Cada prueba se adapt\u00f3 y valid\u00f3 con cuidado para el contexto local, de modo que conservara pertinencia cultural y ling\u00fc\u00edstica.\n\nEn su conjunto, estos datos representan un referente para entender las trayectorias de salud, desarrollo y aprendizaje infantil en Ecuador, adem\u00e1s de un modelo de alcance mundial para la investigaci\u00f3n longitudinal en pa\u00edses en desarrollo.", "fr": "Observer la croissance, les apprentissages et l'\u00e9panouissement des enfants suppose de disposer de donn\u00e9es fiables et \u00e9tal\u00e9es sur de nombreuses ann\u00e9es. Rares sont les pays en d\u00e9veloppement \u00e0 mener des enqu\u00eates longitudinales qui accompagnent les m\u00eames enfants de la petite enfance jusqu'\u00e0 l'\u00e2ge adulte, avec des \u00e9chantillons \u00e9tendus et peu d'abandons. L'\u00c9quateur fait partie de ces exceptions.\n\nLanc\u00e9e en 2003, l'Enqu\u00eate longitudinale de l'\u00c9quateur a suivi une m\u00eame cohorte d'enfants au fil de cinq vagues (2003, 2005, 2008, 2011 et 2014). On peut ainsi retracer le d\u00e9veloppement et la sant\u00e9 de l'enfant dans le pays sur la dur\u00e9e, et rep\u00e9rer \u00e0 quel moment et selon quels m\u00e9canismes les \u00e9carts de capital humain se forment, se modifient et p\u00e8sent sur les trajectoires futures.\n\nD'une vague \u00e0 l'autre, l'enqu\u00eate a couvert plusieurs dimensions du d\u00e9veloppement de l'enfant :\n- Les aptitudes cognitives et langagi\u00e8res  \n- La motricit\u00e9 fine et globale  \n- Le d\u00e9veloppement socio-\u00e9motionnel  \n\nChez les enfants scolaris\u00e9s, l'\u00e9tude a en outre mesur\u00e9 les acquis en langue et en math\u00e9matiques ainsi que la fonction ex\u00e9cutive, afin d'appr\u00e9cier leur progression et leur pr\u00e9paration scolaires.\n\nLe jeu de donn\u00e9es sur le d\u00e9veloppement de l'enfant en \u00c9quateur a nourri des dizaines de publications universitaires et d'\u00e9tudes de la BID, dont les recherches de Paxson et Schady (2007, 2010) et de Fernald et Hidrobo (2011). Chaque test a \u00e9t\u00e9 soigneusement adapt\u00e9 et valid\u00e9 pour le contexte local afin d'en garantir la pertinence culturelle et linguistique.\n\nDans leur ensemble, ces donn\u00e9es constituent un socle pour comprendre les trajectoires de sant\u00e9, de d\u00e9veloppement et d'apprentissage de l'enfant en \u00c9quateur \u2014 et un mod\u00e8le de port\u00e9e mondiale pour la recherche longitudinale dans les pays en d\u00e9veloppement.", "pt_BR": "Entender como as crian\u00e7as crescem, aprendem e se desenvolvem depende de dados de qualidade acompanhados por muitos anos. S\u00e3o raros os pa\u00edses em desenvolvimento que mant\u00eam pesquisas longitudinais capazes de seguir as mesmas crian\u00e7as da primeira inf\u00e2ncia at\u00e9 a vida adulta, com amostras numerosas e poucos abandonos. O Equador est\u00e1 entre essas exce\u00e7\u00f5es.\n\nIniciada em 2003, a Pesquisa Longitudinal do Equador acompanhou uma mesma coorte de crian\u00e7as ao longo de cinco rodadas (2003, 2005, 2008, 2011 e 2014). Com isso, \u00e9 poss\u00edvel examinar o desenvolvimento e a sa\u00fade infantil do pa\u00eds ao longo do tempo e identificar em que momento e de que forma as lacunas de capital humano surgem, se transformam e repercutem em resultados futuros.\n\nNas diferentes rodadas, a pesquisa avaliou v\u00e1rias dimens\u00f5es do desenvolvimento infantil:\n- Compet\u00eancias cognitivas e de linguagem  \n- Motricidade fina e grossa  \n- Desenvolvimento socioemocional  \n\nNo caso das crian\u00e7as que frequentavam a escola, o estudo tamb\u00e9m aferiu os aprendizados em linguagem e matem\u00e1tica, al\u00e9m da fun\u00e7\u00e3o executiva, para avaliar sua progress\u00e3o e prontid\u00e3o escolar.\n\nO conjunto de dados sobre desenvolvimento infantil do Equador embasou dezenas de artigos acad\u00eamicos e estudos do BID, entre eles as pesquisas de Paxson e Schady (2007, 2010) e de Fernald e Hidrobo (2011). Cada teste foi adaptado e validado com cuidado para o contexto local, preservando sua relev\u00e2ncia cultural e lingu\u00edstica.\n\nNo conjunto, esses dados servem de refer\u00eancia para compreender as trajet\u00f3rias de sa\u00fade, desenvolvimento e aprendizagem infantil no Equador \u2014 e de modelo mundial para a pesquisa longitudinal em pa\u00edses em desenvolvimento."}}}