BEQI Behavioral Nudges and Feedback Lead to Improved Educator Practices in Kenya
New research from ECD Measure, published in Early Childhood Research Quarterly, shows that a low-cost, tech-enabled approach can meaningfully improve classroom practice in early childhood settings. In a randomized trial with 129 pre-primary teachers in Mombasa, Kenya, individualized BEQI observation feedback paired with weekly WhatsApp nudges led teachers to adopt nearly one more of seven target practices than the control group: more pretend play, more room for children to make choices, and more opportunities for dialogue- all without added coaching or materials. The study points to a scalable model for strengthening classroom quality in resource-constrained early childhood systems.
