Thailand 2019

5-14 Child information panel: FS

FS1. Cluster number: _ _ _

FS2. Household number: _ _

FS3. Child's name and line number:

FS4. Mother's/caretaker's name and line number:

FS5. Interviewer's name and number:

FS6. Supervisor's name and number:

FS7. Day/month/year of interview

FS8. Record the time

Check respondent's age in HL6 in list of household members, household questionnaire:
If age 15-17, verify that adult consent for interview is obtained (HH33 or HH39) or not necessary (HL20=90). If consent is needed and not obtained, the interview must not commence and '06' should be recorded in FS17. The respondent must be at least 15 years old.

FS9. Check completed questionnaires in this household: Have you or another member of your team interviewed this respondent for another questionnaire?

FS10A. Hello, my name is (your name). We are from National Statistical Office. We are conducting a survey about the situation of children, families and households. I would like to talk to you about (child's name from FS3)'s health and well-being. This interview will take about 25 minutes. All the information we obtain will remain strictly confidential and anonymous. If you wish not to answer a question or wish to stop the interview, please let me know. May I start now?

FS10B. Now I would like to talk to you about (child's name from FS3)'s health and well-being in more detail. This interview will take about 25 minutes. Again, all the information we obtain will remain strictly confidential and anonymous. If you wish not to answer a question or wish to stop the interview, please let me know. May I start now?


FS17. Result of interview for child age 5-17 years
Codes refer to the respondent. Discuss any result not completed with Supervisor.
Child's background: CB

CB1. Check the respondent's line number (FS4) in 5-17 child information panel and the respondent to the household questionnaire (HH47):

CB2. In what month and year was (name) born?
Month and year must be recorded.
CB3. How old is (name)?
Probe: How old was (name) at (his/her) last birthday? Record age in completed years. If responses to CB2 and CB3 are inconsistent, probe further and correct.
CB4. Has (name) ever attended school or any early childhood education programme?

CB5. What is the highest level and grade or year of school (name) has ever attended?

CB6. Did (he/she) ever complete that (grade/year)?

CB7. At any time during the 2019-2020 school year did (name) attend school or any early childhood education programme?

CB8. During this 2019-2020 school year, which level and grade or year is (name) attending?

CB8C. Check response to CB8: Attending primary, lower
secondary, or upper secondary?
CB8D. Is (child?s name) attending Non-Formal Education (NFE) school or home school?

CB9. At any time during the 2018-2019 school year did (name) attend school or any early childhood education programme?

CB10. During that 2018-2019 school year, which level and grade or year did (name) attend?

CB11. Is (name) covered by any health insurance?

CB12. What type of health insurance is (name) covered by?
Record all mentioned.
Child discipline: FCD

FCD2. Now I'd like to talk to you about something else.
Adults use certain ways to teach children the right behaviour or to address a behaviour problem. I will read various methods that are used. Please tell me if you or any other adult in your household has used this method with (name) in the past month.

A. Took away privileges, forbade something (name) liked or did not allow (him/her) to leave the house.

B. Explained why (name)'s behaviour was wrong.

C. Shook (him/her).

D. Shouted, yelled at or screamed at (him/her).

E. Gave (him/her) something else to do.

F. Spanked, hit or slapped (him/her) on the bottom with bare hand.

G. Hit (him/her) on the bottom or elsewhere on the body with something like a belt, hairbrush, stick or other hard object.

H. Called (him/her) dumb, lazy or another name like that.

I. Hit or slapped (him/her) on the face, head or ears.

J. Hit or slapped (him/her) on the hand, arm, or leg.

K. Beat (him/her) up, that is hit him/her over and over as hard as one could.

FCD3. Check FS4: Is this respondent the mother or caretaker of any other children under age 5?

FCD4. Check FS4: Has this respondent already responded to the following question (UCD5) for another child?

FCD5. Do you believe that in order to bring up, raise, or educate a child properly, the child needs to be physically punished?

Parental involvement: PR

PR1. Check CB3: Child's age?

PR2. At the end of this interview I will ask you if I can talk to (name). If (he/she) is close, can you please ask (him/her) to stay here. If (name) is not with you at the moment could I ask that you now arrange for (him/her) to return? If that is not possible, we will later discuss a convenient time for me to call back.

PR3. Excluding school text books and holy books, how many books do you have for (name) to read at home?

PR4. Check CB7: Did the child attend any school?
Check ED9 in the education module in the household questionnaire for child if CB7 was not asked.
PR4A. Check CB8D: Does the child attend NFE or home school?
Check ED10C in the education module in the household questionnaire.
PR5. Does (name) ever have homework?

PR6. Does anyone help (name) with homework?

PR7. Does (name)'s school have a school governing body in which parents can participate such as parent association or basic educational institution board?

PR8. In the last 12 months, have you or any other adult from your household attended a meeting called by this school governing body?

PR9. During any of these meetings, was any of the following discussed:

A. A plan for addressing key education issues faced by (name)'s school?

B. School budget or use of funds received by (name)'s school?

PR10. In the last 12 months, have you or any other adult from your household received a school or student report card for (name)?

PR11. In the last 12 months, have you or any adult from your household gone to (name)'s school for any of the following reasons?

A. A school celebration or a sport event?

B. To discuss (name)'s progress with (his/her) teachers?

C. To discuss with teachers about the behavior learning of (name)?

PR12. In the last 12 months, has (name)'s school been closed on a school day due to any of the following reasons:

A. Natural disasters, such as flood, cyclone, epidemics or similar?

B. Man-made disasters, such as fire, building collapse, riots or similar?

C. Teacher strike?

D. Student strike?

X. Other?

PR13. In the last 12 months, was (name) unable to attend class due to (his/her) teacher being absent?

PR14. Check PR12[C] and PR13: Any 'Yes' recorded?

PR15. When (teacher strike / teacher absence) happened did you or any other adult member of your household contact any school officials or school governing body representatives?

Foundational learning skills: FL

FL0. Check CB3: Child's age?
FL1. Now I would like to talk to (name). I will ask (him/her) a few questions about (himself/herself) and about reading, and then ask (him/her) to complete a few reading and number activities. These are not school tests and the results will not be shared with anyone, including other parents or the school. You will not benefit directly from participating and I am not trained to tell you how well (name) has performed. The activities are to help us find out how well children in this country are learning to read and to use numbers so that improvements can be made. This will take about 20 minutes. Again, all the information we obtain will remain strictly confidential and anonymous.

May I talk to (name)?

FL2. Record the time.
FL3. My name is (your name). I would like to tell you a bit about myself.
Could you tell me a little bit about yourself?
When the child is comfortable, continue with the verbal consent:
Let me tell you why I am here today. I am from [National Statistical Office]. I am part of a team trying to find out how children are learning to read and to use numbers. We are also talking to some of the children about this and asking them to do some reading and number activities. [Your mother/Name of caretaker] has said that you can decide if you want to help us. If you wish to help us, I will ask you some questions and give you some activities to do. I will explain each activity, and you can ask me questions any time. You do not have to do anything that you do not want to do. After we begin, if you do not want to answer a question or you do not want to continue that is alright.

Are you ready to get started?

FL4. Before you start with the reading and number activities, tick each box to show that:
FL5. Remember you can ask me a question at any time if there is something you do not understand. You can ask me to stop at any time.

FL6. First we are going to talk about reading.

A. Do you read books at home?

B. Does someone read to you at home?

FL7. Which language do you speak most of the time at home?
Probe if necessary and read the listed languages.
FL8. Check CB7: In the current school year, did the child attend school or any early childhood education programme?
Check ED9 in the education module in the household questionnaire for child if CB7 was not asked.
FL8A. Check CB4: Did the child ever attend school or any early childhood education programmes?
Check ED4 in the education module in the household questionnaire for child if CB4 was not asked.
FL9A. What language do your teachers use most of the time when teaching you in class?

FL9B. When you were in school, what language did your teachers use most of the time when teaching you in class?
Probe if necessary and name the listed languages.
FL10A. Now I am going to give you a short story to read in Thai. Would you like to start reading the story?

FL11. Check CB3: Child's age?
FL12. Check CB7: In the current school year, did the child attend school or any early childhood education programme?
Check ED9 in the education module in the household questionnaire for child if CB7 was not asked.
FL13. Give the child the reading and numbers book.
Open the page showing the reading practice item and say:
Now we are going to do some reading. Point to the sentence. I would like you to read this aloud. Then I may ask you a question.
Khao is a cat. Kathi is a dog. Khao is 5. Kathi is 6.

FL14. Did the child read every word in the practice correctly?

FL15. Once the reading is done, ask: How old is Khao?

FL16. Say: Khao is 5 years old. (Go to FL23)

FL17. Here is another question: Who is older: Khao or Kathi?

FL18. Say: Kathi is older than Khao. Kathi is 6 and Khao is 5. (Go to FL23)

FL19. Turn the page to reveal the reading passage. Thank you. Now I want you to try this. Here is a story. I want you to read it aloud as carefully as you can. You will start here (point to the first word on the first line) and you will read line by line (point to the direction for reading each line). When you finish I will ask you some questions about what you have read. If you come to a word you do not know, go onto the next word. Put your finger on the first word. Ready? Begin.

FL20. Results of the child's reading.

FL21. How well did the child read the story?

FL22. Now I am going to ask you a few questions about what you have read.
If the child does not provide a response after a few seconds, repeat the question. If the child seems unable to provide an answer after repeating the question, mark 'No response' and say: Thank you. That is ok. We will move on.
Make sure the child can still see the passage and ask:

A. What class is Numsai in?

B. What did Numsai see on the way home?

C. Why did Numsai start crying?

D. Where did Numsai fall (down)?

E. Why was Numsai happy?

FL23. Turn the page in the reading and numbers book so the child is looking at the list of numbers. Make sure the child is looking at this page.
Now here are some numbers. I want you to point to each number and tell me what the number is.
Point to the first number and say: Start here.
If the child stops on a number for a while, tell the child what the number is, mark the number as 'No Attempt', point to the next number and say: What is this number?
Stop rule - If the child does not attempt to read 2 consecutive numbers, say: Thank you. That is ok.

A. 9

B. 12

C. 30

D. 48

E. 74

F. 731

FL23A. Check FL23: Did the child correctly identify two of the first three numbers (9, 12 and 30)?
FL24. Turn the page so the child is looking at the first pair of numbers. Make sure the child is looking at this page. Say:Look at these numbers. Tell me which one is bigger.
Record the child's answer before turning the page in the book and repeating the question for the next pair of numbers.
If the child does not provide a response after a few seconds, repeat the question. If the child seems unable to provide an answer after repeating the question, record "3", no attempt, for the appropriate pair of numbers, turn the booklet page and show the child the next pair of numbers.
If the child does not attempt 2 consecutive pairs, record "3", no attempt, for remaining pairs and say: Thank you. That is ok. We will go to the next activity.

A. 7 5 ____

B. 11 24 ____

C. 58 49 ____

D. 65 67 ____

E. 146 154 ____

FL25. Give the child a pencil and paper. Turn the page so the child is looking at the first addition. Make sure the child is looking at this page. Say: Look at this sum. How much is (number plus number)? Tell me the answer. You can use the pencil and paper if it helps you.
Record the child's answer before turning the page in the book and repeating the question for the next sum.
If the child does not provide a response after a few seconds, repeat the question. If the child seems unable to provide an answer after repeating the question, , record "3", no attempt, for the appropriate sum, turn the booklet page and show the child the next addition.
If the child does not attempt 2 consecutive pairs record "3", no attempt, for remaining sums and say: Thank you. That is ok. We will go to the next activity.

A. 3+2= ____

B. 8+6=____

C. 7+3=____

D. 13+6=____

E. 12+24=____

[p. 18]
FL26. Turn the page to the practice sheet for missing numbers. Say: Here are some numbers. 1, 2, and 4. What number goes here?

FL26A. That's correct, 3. Let's do another one.

FL26B. Do not explain the child how to get the correct answer. Just say:
The number 3 goes here. Say the numbers with me. (Point to each number) 1, 2, 3, 4. 3 goes here. Let's do another one.

FL26C. Here are some more numbers. 5, 10, 15 and ___.
Point to each number and blank space and say: What number goes here?

FL26D. That's correct, 20.

FL26E. Do not explain the child how to get the correct answer. Just say:
The number 20 goes here. Say the numbers with me. (Point to each number) 5, 10, 15, 20. 20 goes here.

FL2F6. Check FL26: Was the answer correct?
FL27. Now I want you to try this on your own. Here are some more numbers. Tell me what number goes here (pointing to the missing number).
Record the child's answer before turning the page in the book and repeating the question.
If the child does not provide a response after a few seconds, repeat the question. If the child seems unable to provide an answer after repeating the question, record '3', no attempt, for the appropriate question, turn the page and show the child the next question.
If the child does not attempt 2 consecutive patterns, record '3', no attempt, for remaining patterns and say: Thank you. That is ok.

5 6 7 ____

14 15 ____ 17

C. 20 ____ 40 50

D. 2 4 6 ____

E. 5 8 11 ____

FL28. Result of interview with child.
Discuss any result not completed with Supervisor.

FS11. Record the time.

FS12. Language of the Questionnaire.

FS13. Language of the Interview.

FS14. Native language of the Respondent.

FS15. Was a translator used for any parts of this questionnaire?

FS16. Thank the respondent and the child for her/his cooperation.

Interviewer's observations

Supervisor's observations