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"The first five years of a child's life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood. his report sets out the findings from the International Early Learning and Child Well-being Study in Estonia. The study assesses children's skills across both cognitive and social-emotional development, and how these relate to children's early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children's parents and educators. It provides comparative data on children's early skills with children from England and the United States, who also participated in the study, to better identify factors that promote or hinder children's early learning."--Page 4 of cover.

Education, Preschool. --- Children --- Infant education --- Prekindergarten --- Preschool education --- Early childhood education --- Nursery schools --- Education (Preschool)

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Early childhood education and care (ECEC) can help lay the foundations for future skills development, well-being and learning. Having timely, reliable and comparable international information is essential to help countries improve their ECEC services and systems. For over 15 years, the OECD has been conducting policy analysis and gathering new data on ECEC. For the first time, this report brings together all the key ECEC indicators in one volume. It presents an exhaustive overview of ECEC systems and provision as well as trend data and information on recent reforms. The report takes a hard look at issues such as access and governance, equity, financing, curriculum, the teaching workforce and parent engagement. Key challenges for improving the ECEC sector are identified.With around 45 charts and data for the 35 OECD countries and a number of partner countries, the publication also includes a great deal of new material. It offers new data on ECEC provision and intensity of participation for children under the age of three (based on an improved typology of settings). It also presents new indicators on the profile of ECEC staff (e.g. level of qualification, teacher salary and organisation of working time) and on equity in access to ECEC. New PISA 2015 analyses help highlight the relationship between the number of years of ECEC and academic performance at age 15, and the effects of ECEC attendance on health and well-being, and mothers’ employability.

Education, Preschool --- Government policy --- Children --- Infant education --- Prekindergarten --- Preschool education --- Early childhood education --- Nursery schools --- Education (Preschool)

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Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society. This new publication focuses on quality issues: it aims to define quality and outlines five policy levers that can enhance it in ECEC. In addition, it provides busy policy makers with practical tools such as research briefs, international comparisons, country examples, self-reflection sheets, etc. in order to successfully implement these policy levers.

Education, Preschool -- Government policy -- Cross-cultural studies. --- Education, Preschool --- Government policy --- Children --- Infant education --- Prekindergarten --- Preschool education --- Education (Preschool) --- Early childhood education --- Nursery schools

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This paper studies the sustainability of early childhood education centers established under a large-scale, donor-funded project in rural Indonesia. Analysis of quantitative and qualitative data shows that 86 percent of the centers continued to provide preschool services three years after project funding ended. Centers balanced the reduction in funding by introducing student fees. The paper estimates a series of logistic regression models to predict center sustainability. Centers that increased their share of expenditures on teacher salaries during the project were significantly more likely to remain open. Often this was made possible by centers altering their mix of supplementary services provided. Centers that provided higher quality care, had more complementary services in the area, and had more parental involvement were significantly more likely to be sustained after donor funding ended. In contrast, centers with more substitute services in the area were less likely to be sustained. There is no evidence to suggest that distance to the village center or nearest neighboring center was a major factor for sustainability. There is also no evidence to suggest that, while they were operating, closed centers catered to children from different wealth backgrounds than those that remained open. These results point to actionable lessons for the design and sustainability of future development projects.

Access and Equity in Basic Education --- Development Assistance --- Early Childhood Development --- Early Childhood Education --- Education --- Education Finance --- Preschool Education --- Service Delivery

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Education, Preschool. --- Learning. --- Children. --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Learning process --- Comprehension --- Education --- Children --- Infant education --- Prekindergarten --- Preschool education --- Early childhood education --- Nursery schools --- Education (Preschool)