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Early Learning Study Provides Snapshot of Child Development
- 1. International Early Learning and Child Well-being Study STUDY OVERVIEW a
- 2. Each second, more than 1 millionnew connections between brain cells form during the first few years after birth Rapid development Formative period for development of basic skills In all areas Simultaneous development of sensory-motor, cognitive, and social and emotional skills Skills beget skills Early development of basic skills has a positive “knock-on” effect on learning new skills Early skills have long-term benefits Early learning has positive effects on later life achievements and general well-being Importance of Early Learning a
- 3. Why this study? FRAMEWORK EVIDENCE ACTION Providing countries with a common language and framework Common understanding Identifying factors that hinder or promote early learning Policy targets Enabling a collection of robust empirical information on learning outcomes Robust data a
- 4. Key features of the study Across social and emotional well- being and emerging cognitive skills ACROSS DIFFERENT AREAS At transitional period between early learning and primary school settings AT A CRITICAL POINT About their home and ECEC environments ABOUT DIFFERENT CONTEXTS Information obtained from children, parents, teachers and administrators FROM DIFFERENT SOURCES 02 03 04 01 a
- 5. Ethical Ensuring well-being of children and other study participants Efficient Limiting the burden on practitioners and parents, as well as on children Cost-effective Affordable for a range of countries Sustainable Establishing a strong foundation for continuing international research on early learning outcomes Policy relevant Enabling changes in policies and/or practices Feasible Straightforward and easy to implement Valid & reliable Providing robust empirical data Comparable Across countries, languages, cultural contexts and over time Study principles a
- 6. Technical advice Experts Organisation & management OECD Financing & decision-making Participating countries Instrumentation & survey design Contractor Delivery National project teams Input and observation Policy makers, practitioners and researchers Collaborative effort a
- 7. Wider communitySocio-economic status Learning outcomes Home learning environment ECEC experience Topics of the study a
- 8. Determinants and benefits of Early Learning GENERAL WELL-BEING LIFE SATISFACTION PHYSICAL & MENTAL HEALTH EDUCATIONAL ACHIEVEMENT EMPLOYMENT AND INCOME CITIZENSHIP a
- 9. Early Learning outcomes EL EN SR ET Emergent literacy • Oral language and listening comprehension • Phonological awareness Emergent numeracy • Working with numbers • Numbers and counting • Shape and space • Measurement and patterns Self-regulation • Working memory • Mental flexibility • Self-control Empathy & Trust • Trust • Empathy • Pro-social behaviours a
- 10. Emergent Literacy Speaking and listening Empathy and trust Understanding and trusting others Self-regulation Regulating mental processes Emergent numeracy Dealing with numbers and patterns Pro-social behaviour Controlling impulses and co-operative approach Holistic approach Cognitive skills Social & emotional skills a
- 11. • ECEC type • Age of entry • Duration & intensity ECEC • Type and size of community • Local resources • Safety Community • Relations with child • Activities with child • Learning resources Family Contextual factors a
- 12. Rich information on children’s learning outcomes Direct assessment Staff report Parent report Administrator report a
- 13. Sample size 3 000 children in each participating country Sample design 1. Initial random selection of centres/schools Sample design Target population 5-year-old children in education institutions 2. A follow-up random selection of children within selected centres/schools a 1. 2.
- 14. UNITED STATES ENGLAND ESTONIA Participating countries Population: 325 million Children aged 5-6: ~ 4 mil Population: 55 million Children aged 5-6: ~ 0.7 mil Population: 1.3 million Children aged 5-6: ~ 14,000 Average age of entry into primary school (ISCED 1): 5.9 Average age of entry into primary school (ISCED 1): 5 Average age of entry into primary school (ISCED 1): 6.9 a
- 15. Ensuring well-being of children Parents’ consent Child’s consent Engaging activities Trained administrators Child’s voice a
- 16. Custom-made for young children Stories and games Interesting and fun, appropriate for children’s age R Tablet delivery Simple and intuitive, no previous experience needed No reading and writing No text involved, only visual and audio material used Personalised approach Each child assessed individually, with constant care and support a
- 17. Provide reliable and valid snapshot of children’s early learning outcomes Evaluate effects of policies over time Design policies that reduce obstacles and promote children’s learning Learn from each other by developing a common language and framework Identify key factors that drive or hinder early learning 01 05 03 02 04 PROVIDING A SNAPSHOT IDENTIFYING DETERMINANTS LEARNING FROM PEERS DEVELOPING SOLUTIONS MONITORING PROGRESS Benefits for countries a
- 18. Benefits to participants Improved early learning environment Children Provide better family support programmes Family Improved understanding of children’s needs in early years Schools Identify settings that are conducive to early learning ECEC Centers a
- 19. September 2016 Start of the study September 2016 – March 2017 Design and development Timeline
- 20. March 2017 Item Trials November – December 2017 Field Test
- 21. October – December 2018 Main Study Late 2019 Publication a
- 22. Contact us Directorate for Education and Skills milos.kankaras@oecd.org Visit our website: Information about the Study Study brochures Study documents Related OECD projects and publications News and events International Early Learning and Child Well-being Study a
Editor's Notes
- Assessment: Assess children’s early learning outcomes domains Identify Learn from each through a wide range of critical domains Examination: Identify key factors that drive or hinder early learning Comparison: Learn from each other by developing common framework and benchmark Solution: Design policies that eliminate obstacles and promote childs learning