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Providing Quality Early Childhood
Education and Care: Results from
the Starting Strong Survey 2018
TALIS
25 October 2019
2
What is TALIS Starting Strong?
An international survey of staff and leaders in early
childhood education and care
Ask staff and leaders about their working practices;
training and satisfaction; views about the sector
9 countries: Chile, Denmark, Germany, Israel, Iceland,
Japan, Korea, Norway, Turkey
2 levels of education: pre-primary (all countries); settings
for children under the age of 3 (4 countries)
?
WHAT
DO STAFF DO
WITH CHILDREN?
3
4
Supporting children’s learning, development
and well-being: framework
Practices
facilitating
language, literacy
and numeracy
development
Practices
facilitating socio-
emotional
development
Practices
facilitating group
organisation and
individual support
Practices
facilitating
engagement of
parents/
guardians
Need for a multidimensional approach
5
Top three practices to support language,
literacy, and numeracy development
Sing songs or
rhymes
Use
books/picture
books
Encourage
children to talk
to each other
Position
themselves at
the children's
height
Help children
to use
numbers or to
count
Modelthe
correctword
rather than
correcting the
child directly
Rephrase or
recite
statements
Refer to
groups of
objects by
the size of
the group
Pre-primary education (ISCED 02)
Chile 2 3 4 11 1 9 5 6
Germany* 1 3 2 5 6 4 9 8
Iceland 1 2 3 12 4 5 8 13
Israel 1 12 2 6 3 9 13 5
Japan 5 4 3 1 9 7 2 14
Korea 1 3 6 2 4 9 5 13
Norway 1 4 2 5 6 3 7 12
Turkey 1 2 6 5 9 13 11 3
Denmark** 2 4 1 5 8 3 6 10
Centres for children under age 3
Germany* 1 2 3 5 8 4 6 7
Israel 1 2 4 3 9 6 7 5
Norway 1 2 4 6 5 3 7 8
Denmark** 1 2 4 5 7 3 6 11
6
Top three practices to support socio-
emotional development
Encourage
children to
help each
other
Hug the
children
Encourage
children if they
comfort each
other
Talk with
children about
feelings
Encourage
sharing
amongst
children
Show
enjoyment
when joining
play
Help children
to talk about
what makes
them happy
Help children
to talk about
what makes
them sad
Pre-primary education (ISCED 02)
Chile 1 6 9 4 2 8 3 5
Germany* 1 6 2 3 4 8 9 7
Iceland 1 3 2 6 5 11 4 7
Israel 1 6 3 5 2 8 4 7
Japan 6 4 11 2 9 1 5 3
Korea 3 1 4 2 8 9 7 5
Norway 1 6 2 4 3 10 5 7
Turkey 1 12 6 4 2 5 3 8
Denmark** 1 5 8 2 7 6 4 3
Centres for children under age 3
Germany* 1 3 2 4 6 5 8 7
Israel 3 1 2 6 4 7 5 9
Norway 2 4 1 5 3 8 6 7
Denmark** 1 2 8 3 7 4 6 5
0
20
40
60
80
100
Korea Turkey Chile Israel Germany* Japan Norway Iceland Germany* Norway Israel
%
7
Percentage of staff reporting that the practice applies “a lot” to staff in the centre
Play number games
Encourage children to help each other
Practices to support socio-emotional
development more common than those on
literacy and numeracy
8
Importance of socio-emotional skills to
prepare children for life in the future
Percentage of pre-primary staff and leaders reporting hat the following skills are of “high
importance”
0 10 20 30 40 50 60 70 80 90 100
Children's ICT skills
Children's understanding of key concepts in science
Children's reading and writing skills
Children's math skills
Children's ability to think critically
Children's ability to reason logically
Children's physical and motor skills
Children's ability to think creatively
Children's ability to inquire based on one’s own curiosity
Children's oral language skills
Children's ability to co-operate easily with others
%
Staff
Leaders
9
Practices used by staff to facilitate
engagement of parents or guardians
“Parents or guardians can get in touch with ECEC staff easily ” more common
than “Parents or guardians are encouraged by ECEC staff to do play and learning
activities with their children at home ”
0
20
40
60
80
100
Germany* Iceland Norway Turkey Chile Korea Israel Japan Germany* Norway Israel
Pre-primary education (ISCED 02) Centres for children under age 3
%
10
Practices facilitating transition from ECEC
to primary education
Percentage of leaders who report holding meetings with primary school staff
0
10
20
30
40
50
60
70
80
Iceland Turkey Norway Germany* Japan Chile Israel Korea
%
11
To adapt to children’s interests and needs
47%
Present activities that
extend children’s abilities
19%
Adapt activities to
differences in
children's cultural
background 68%
Calm children who
are upset
47%
Ask children to
quieten down
With a specific group of children
(target group), pre-primary staff
“always or most always”:
Behavioural support
12
Number of children in a specific group
staff are working with (target group)
Average across staff reports
0
10
20
30
40
Norway Turkey Korea Iceland Germany* Japan Chile Israel Norway Germany* Israel
Pre-primary education (ISCED 02) Centres for children under the age of
three
To adapt to children’s
interests and needs 13
Adapting practices to the size of the
group
Percentage of pre-primary staff who use the following practices with a groups of
children of different sizes
Behavioural support
50
60
70
80
90
When the activities begin, I
ask children to quieten down
I address children's disruptive
behaviour that slows down
other children's learning
I explain how a new activity
relates to children's lives
I give different activities to suit
different children's interests
%
small groups
large groups
WHO
ARE THE STAFF
WORKING WITH
CHILDREN?
14
Relation between staff characteristics and
practices (process quality)
Educational
attainment
Training to work
specifically with
children
Role in target
group
Years of
experience
Practices to facilitate
children’s development,
learning and well-being
15
16
ECEC staff education and training
Percentage of staff with post-secondary non-tertiary education and short-
cycle tertiary education or bachelor's degree or higher
Trained to work with children
0
20
40
60
80
100
Japan Korea Turkey Chile Germany* Norway Israel Iceland Germany* Norway Israel
Pre-primary education (ISCED 02) Centres for children under
age 3
%
17
Participation in professional development
Staff with a bachelor's degree or higher more likely to
participate than less educated staff
0
20
40
60
80
100
Norway Turkey Japan Iceland Germany* Chile Israel Norway Germany* Israel
Pre-primary education (ISCED 02) Centres for children under age 3
%
18
Top three professional development needs
Children
with special
needs
Dual
language
learners
Facilitating
creativity
Working
with
parents
Group
management
Children
from diverse
backgrounds
Facilitating
play
Child-
development
Facilitating
learning in
literacy
Facilitating
children’s
transition
Pre-primary education
Chile 1 2 3
Germany* 1 2 3
Iceland 1 2 3
Israel 1 2 3
Japan 1 2 3
Korea 1 2 3
Norway 1 2 3
Turkey3 1 3 2
Denmark** 1 3 2
Centres for children under the age of 3
Germany* 1 2 3
Israel 1 3 2
Norway 1 2 3
Denmark** 1 2 3
30/10/2019 19
Concentration in centres of children with
special needs or different first language
Percentage of centres with:
0
5
10
15
20
25
30
35
40
45
50
Chile Iceland Japan Israel Germany* Norway Turkey Korea Germany* Norway Israel
Pre-primary education (ISCED 02) Centres for children under age 3
%
11% or more children
with special needs
11 % or more children
with a different first language
19
Barriers to participation in professional
development
Percentage of pre-primary staff who “strongly agree” or ”agree” about the
following barriers:
0 20 40 60 80 100
I do not have the prerequisites (e.g. qualifications)
Lack of employer support
No relevant professional development offered
No time because of family responsibilities
No incentives for participating
Conflicts with my work schedule
Too expensive
Not enough staff to compensate my absence
%
Relationship between staff working
conditions and practices
Not feeling valued
by society, working
part-time, work-
related stress
Fewer practices to
adapt to children’s
interests and needs
More behavioural
support practices
(asking children to
quieten down)
21
0
20
40
60
80
100
Israel Norway Turkey Korea Chile Germany* Iceland Japan Norway Israel Germany*
Pre-primary education (ISCED 02) Centres for children under
age 3
%
22
Staff feelings more valued by children and
families than by society
Average percentage of staff who “agree” or “strongly agree” that they are valued by:
Children
Families
Society
23
Staff contractual status and working hours
Percentage of staff:
0
20
40
60
80
100
Korea Japan Norway Turkey Israel Iceland Chile Germany* Norway Israel Germany*
Pre-primary education (ISCED 02) Centres for children under
age 3
% working full-time
with a permanent contract
24
Staff sources of work-related stress
Percentage of pre-primary staff who report that the following are “a lot” or ”quite a bit” a
source of stress :
0 50 100
Accomodating children with special needs
Addressing parent or guardian concerns
Too much preparation work for children's activities
Being held responsible for children's development, well-being, learning
Too many additional duties (e.g cleaning)
Keeping up with changing requirements from authorities
Extra duties due to absent staff
Managing classroom/group behaviour
Too much administrative work to do
Too much work related to documenting children's development
Too many children in my classroom/playgroup/group
A lack of resources (financial, material, staff)
%
25
Most likely reasons to leave the ECEC staff
role
Average pre-primary education staff reports across countries of the single most likely
reason to leave their jobs
Become an ISCED Level 1 teacher or above
Become an ECEC centre leader
Return as a student to an education or training programme
Work in an education job not in an ECEC centre
Other
Attend to family responsibilities
Work in a different job not in the ECEC sector
Resolve health-related issues (e.g. physical and/or psychological burnout)
Retire from work
0 5 10 15 20 25
%
26
Funding
and
Governance
27
Top three staff spending priorities
Reducing
group size
by recruiting
more staff
Improving
ECEC staff
salaries
Supporting
children
with special
needs
High quality
professional
development
for staff
Reducing
ECEC staff's
adm.load by
recruiting
more staff
Investing in
toys,
material,
and outdoor
facilities
Improving
ECEC
buildings and
facilities
Supporting
children from
disadvantaged
or migrant
backgrounds
Pre-primary centres
Chile 3 1 2
Germany* 1 2 3
Iceland 3 1 2
Israel 1 2 3
Japan 3 1 2
Korea 3 1 2
Norway 1 2 3
Turkey 3 1 2
Denmark** 1 2 3
Centres for children under age 3
Germany* 1 2 3
Israel 2 1 3
Norway 1 2 3
Denmark** 1 2 3
28
Who are the leaders of ECEC centres?
Percentage of leaders with their formal education or training including:
0
20
40
60
80
100
Norway Iceland Korea Japan Germany* Chile Turkey Israel Norway Germany* Israel
Pre-primary education (ISCED 02) Centres for children under age 3
%
early childhood administration pedagogical leadership
29
Leaders’ sources of work-related stress
Percentage of pre-primary leaders who report that the following are “a lot” or ”quite a
bit” a source of stress :
0 20 40 60 80 100
Accommodating children with special needs
Addressing parent or guardian concerns
Managing staff
Being held responsible for children's development, well-being, learning
A lack of support from local authorities or government
A lack of staff to carry out work
Having extra duties due to absent staff
A lack of resources (e.g. financial support and material resources)
Keeping up with changing requirements from authorities
Having too much administrative work to do (e.g. filling out forms)
%
30
Top three barriers to leaders' effectiveness
Inadequate
ECEC centre
budgetand
resources
ECEC staff
absences
ECEC staff
shortages
Government
regulation and
policy
Lack of parent
or guardian
involvement
and support
Lack of
opportunities/
supportfor
ECEC staff's
prof. dev.
Lack of
opportunities/
supportfor my
own prof. dev.
Pre-primary centres
Chile 3 1 2
Germany* 1 2 3
Iceland 3 1 2
Israel1 1 a a 2 3 a
Japan 2 3 1
Korea 3 2 1
Norway 2 1 3
Turkey 1 2 3
Denmark** 1 2 3
Centres for children under age 3
Germany* 1 2 3
Israel 3 2 1
Norway 2 1 3
Denmark** 1 3 2
31
Percentage of centre leaders who answered that their centre is publicly
and privately or managed
More private centres than public ones in
some countries
0
20
40
60
80
100
Israel Turkey Iceland Chile Norway Japan Korea Germany* Norway Israel Germany*
Pre-primary centres (ISCED 02) Centres for children under
age 3
%
Process quality more likely to be never
inspected than facilities of centres
Process quality: Quality of the interactions between staff and children
Percentage of ECEC centre leaders who report that they never had an inspection on:
0
10
20
30
40
Japan Israel Chile Germany* Iceland Turkey Norway Korea Germany* Norway Israel
Pre-primary education (ISCED02) Centres for children under 3
%
32
Process quality
Facilities (e.g. space,
safety)
33
Equity and diversity in early
childhood education and care
What do we learn from
TALIS Starting Strong?
34
Concentration of children according to
socio-economically background
Percentage of centres with 11% or more children from socio-economically
disadvantaged homes
0
20
40
60
80
100
Chile Turkey Germany* Israel Korea Iceland Norway Japan Germany* Israel Norway
Pre-primary education (ISCED 02) Centres for children under
age 3
%
35
Diversity approaches used in daily
interactions with children
Percentage of staff who report the approach applies “to some extent” or “a lot”
0
20
40
60
80
100
Turkey Chile Korea Israel Iceland Japan Germany* Norway Israel Germany* Norway
Pre-primary education (ISCED 02) Centres for children under
age 3
% Use books and pictures featuring people from a
variety of ethnic and cultural groups
The children sometimes play with toys and artefacts
from cultures other than the ethnic majority
36
Public and private centres serving a high share of
socio-economically disadvantaged children
Percentage of publically and privately managed ECEC centres serving 11% or more of children
from socio-economically disadvantaged homes
0
20
40
60
80
100
Chile Turkey Germany* Korea Israel Norway Iceland Japan Israel Germany* Norway
Pre-primary-centres (ISCED 02) Centres for children under age 3
%
Public
Private
37
Mitigating or enhancing inequalities through
resources allocated to centres?
Same percentage of highly educated
staff in all participating countries
Same number of staff per 10
children in all participating
countries
Comparing centres with large and small share of socio-
economically disadvantaged children:
38
More public centres than private ones in
small towns
Percentage of ECEC centres located in a town of 15000 people or less
0
20
40
60
80
100
Norway Germany* Iceland Turkey Israel Chile Korea Japan Norway Israel Germany*
Pre-primary centres (ISCED 02) Centres for children under age 3
%
Public
Private
39
Number of staff per ten children higher in
small centres than in large ones
Average number of staff per ten children in ECEC centres, by centre size
0
2
4
6
8
10
Norway Iceland Chile Germany* Korea Israel Japan Turkey Norway Israel Germany*
Pre-primary education (ISCED 02) Centres for children under
age 3
Bottom quarter of centre size
Top quarter of centre size
40
Learning from other countries?
A well-trained workforce and a broad use of practices to
support children’s development: Korea; Norway
Attract and retain a high quality workforce: Norway; Israel and
Turkey (high satisfaction but low participation in professional
development)
Governance and leadership: Germany, Korea, Israel
A strong start to all children: Germany, Iceland and Norway
(dual language learners); Chile and Turkey (socio-econ.
disadvantaged); Japan (special needs)
Questions?
startingstrongsurvey@oecd.org
www.oecd.org/education/school/earlychildhoodeducationandcare.htm
41
* Estimates for sub-groups and estimated differences between sub-groups in the TALIS Starting Strong 2018 data need to be interpreted with care. See Annex B for more
information.
** Low response rates in the survey may result in biases in the estimates reported and limit the comparability of the data.
This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and
boundaries and to the name of any territory, city or area.
The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the
status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

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Providing quality early childhood education and care - Results from the Starting Strong Survey 2018

  • 1. Providing Quality Early Childhood Education and Care: Results from the Starting Strong Survey 2018 TALIS 25 October 2019
  • 2. 2 What is TALIS Starting Strong? An international survey of staff and leaders in early childhood education and care Ask staff and leaders about their working practices; training and satisfaction; views about the sector 9 countries: Chile, Denmark, Germany, Israel, Iceland, Japan, Korea, Norway, Turkey 2 levels of education: pre-primary (all countries); settings for children under the age of 3 (4 countries) ?
  • 3. WHAT DO STAFF DO WITH CHILDREN? 3
  • 4. 4 Supporting children’s learning, development and well-being: framework Practices facilitating language, literacy and numeracy development Practices facilitating socio- emotional development Practices facilitating group organisation and individual support Practices facilitating engagement of parents/ guardians Need for a multidimensional approach
  • 5. 5 Top three practices to support language, literacy, and numeracy development Sing songs or rhymes Use books/picture books Encourage children to talk to each other Position themselves at the children's height Help children to use numbers or to count Modelthe correctword rather than correcting the child directly Rephrase or recite statements Refer to groups of objects by the size of the group Pre-primary education (ISCED 02) Chile 2 3 4 11 1 9 5 6 Germany* 1 3 2 5 6 4 9 8 Iceland 1 2 3 12 4 5 8 13 Israel 1 12 2 6 3 9 13 5 Japan 5 4 3 1 9 7 2 14 Korea 1 3 6 2 4 9 5 13 Norway 1 4 2 5 6 3 7 12 Turkey 1 2 6 5 9 13 11 3 Denmark** 2 4 1 5 8 3 6 10 Centres for children under age 3 Germany* 1 2 3 5 8 4 6 7 Israel 1 2 4 3 9 6 7 5 Norway 1 2 4 6 5 3 7 8 Denmark** 1 2 4 5 7 3 6 11
  • 6. 6 Top three practices to support socio- emotional development Encourage children to help each other Hug the children Encourage children if they comfort each other Talk with children about feelings Encourage sharing amongst children Show enjoyment when joining play Help children to talk about what makes them happy Help children to talk about what makes them sad Pre-primary education (ISCED 02) Chile 1 6 9 4 2 8 3 5 Germany* 1 6 2 3 4 8 9 7 Iceland 1 3 2 6 5 11 4 7 Israel 1 6 3 5 2 8 4 7 Japan 6 4 11 2 9 1 5 3 Korea 3 1 4 2 8 9 7 5 Norway 1 6 2 4 3 10 5 7 Turkey 1 12 6 4 2 5 3 8 Denmark** 1 5 8 2 7 6 4 3 Centres for children under age 3 Germany* 1 3 2 4 6 5 8 7 Israel 3 1 2 6 4 7 5 9 Norway 2 4 1 5 3 8 6 7 Denmark** 1 2 8 3 7 4 6 5
  • 7. 0 20 40 60 80 100 Korea Turkey Chile Israel Germany* Japan Norway Iceland Germany* Norway Israel % 7 Percentage of staff reporting that the practice applies “a lot” to staff in the centre Play number games Encourage children to help each other Practices to support socio-emotional development more common than those on literacy and numeracy
  • 8. 8 Importance of socio-emotional skills to prepare children for life in the future Percentage of pre-primary staff and leaders reporting hat the following skills are of “high importance” 0 10 20 30 40 50 60 70 80 90 100 Children's ICT skills Children's understanding of key concepts in science Children's reading and writing skills Children's math skills Children's ability to think critically Children's ability to reason logically Children's physical and motor skills Children's ability to think creatively Children's ability to inquire based on one’s own curiosity Children's oral language skills Children's ability to co-operate easily with others % Staff Leaders
  • 9. 9 Practices used by staff to facilitate engagement of parents or guardians “Parents or guardians can get in touch with ECEC staff easily ” more common than “Parents or guardians are encouraged by ECEC staff to do play and learning activities with their children at home ” 0 20 40 60 80 100 Germany* Iceland Norway Turkey Chile Korea Israel Japan Germany* Norway Israel Pre-primary education (ISCED 02) Centres for children under age 3 %
  • 10. 10 Practices facilitating transition from ECEC to primary education Percentage of leaders who report holding meetings with primary school staff 0 10 20 30 40 50 60 70 80 Iceland Turkey Norway Germany* Japan Chile Israel Korea %
  • 11. 11 To adapt to children’s interests and needs 47% Present activities that extend children’s abilities 19% Adapt activities to differences in children's cultural background 68% Calm children who are upset 47% Ask children to quieten down With a specific group of children (target group), pre-primary staff “always or most always”: Behavioural support
  • 12. 12 Number of children in a specific group staff are working with (target group) Average across staff reports 0 10 20 30 40 Norway Turkey Korea Iceland Germany* Japan Chile Israel Norway Germany* Israel Pre-primary education (ISCED 02) Centres for children under the age of three
  • 13. To adapt to children’s interests and needs 13 Adapting practices to the size of the group Percentage of pre-primary staff who use the following practices with a groups of children of different sizes Behavioural support 50 60 70 80 90 When the activities begin, I ask children to quieten down I address children's disruptive behaviour that slows down other children's learning I explain how a new activity relates to children's lives I give different activities to suit different children's interests % small groups large groups
  • 14. WHO ARE THE STAFF WORKING WITH CHILDREN? 14
  • 15. Relation between staff characteristics and practices (process quality) Educational attainment Training to work specifically with children Role in target group Years of experience Practices to facilitate children’s development, learning and well-being 15
  • 16. 16 ECEC staff education and training Percentage of staff with post-secondary non-tertiary education and short- cycle tertiary education or bachelor's degree or higher Trained to work with children 0 20 40 60 80 100 Japan Korea Turkey Chile Germany* Norway Israel Iceland Germany* Norway Israel Pre-primary education (ISCED 02) Centres for children under age 3 %
  • 17. 17 Participation in professional development Staff with a bachelor's degree or higher more likely to participate than less educated staff 0 20 40 60 80 100 Norway Turkey Japan Iceland Germany* Chile Israel Norway Germany* Israel Pre-primary education (ISCED 02) Centres for children under age 3 %
  • 18. 18 Top three professional development needs Children with special needs Dual language learners Facilitating creativity Working with parents Group management Children from diverse backgrounds Facilitating play Child- development Facilitating learning in literacy Facilitating children’s transition Pre-primary education Chile 1 2 3 Germany* 1 2 3 Iceland 1 2 3 Israel 1 2 3 Japan 1 2 3 Korea 1 2 3 Norway 1 2 3 Turkey3 1 3 2 Denmark** 1 3 2 Centres for children under the age of 3 Germany* 1 2 3 Israel 1 3 2 Norway 1 2 3 Denmark** 1 2 3
  • 19. 30/10/2019 19 Concentration in centres of children with special needs or different first language Percentage of centres with: 0 5 10 15 20 25 30 35 40 45 50 Chile Iceland Japan Israel Germany* Norway Turkey Korea Germany* Norway Israel Pre-primary education (ISCED 02) Centres for children under age 3 % 11% or more children with special needs 11 % or more children with a different first language
  • 20. 19 Barriers to participation in professional development Percentage of pre-primary staff who “strongly agree” or ”agree” about the following barriers: 0 20 40 60 80 100 I do not have the prerequisites (e.g. qualifications) Lack of employer support No relevant professional development offered No time because of family responsibilities No incentives for participating Conflicts with my work schedule Too expensive Not enough staff to compensate my absence %
  • 21. Relationship between staff working conditions and practices Not feeling valued by society, working part-time, work- related stress Fewer practices to adapt to children’s interests and needs More behavioural support practices (asking children to quieten down) 21
  • 22. 0 20 40 60 80 100 Israel Norway Turkey Korea Chile Germany* Iceland Japan Norway Israel Germany* Pre-primary education (ISCED 02) Centres for children under age 3 % 22 Staff feelings more valued by children and families than by society Average percentage of staff who “agree” or “strongly agree” that they are valued by: Children Families Society
  • 23. 23 Staff contractual status and working hours Percentage of staff: 0 20 40 60 80 100 Korea Japan Norway Turkey Israel Iceland Chile Germany* Norway Israel Germany* Pre-primary education (ISCED 02) Centres for children under age 3 % working full-time with a permanent contract
  • 24. 24 Staff sources of work-related stress Percentage of pre-primary staff who report that the following are “a lot” or ”quite a bit” a source of stress : 0 50 100 Accomodating children with special needs Addressing parent or guardian concerns Too much preparation work for children's activities Being held responsible for children's development, well-being, learning Too many additional duties (e.g cleaning) Keeping up with changing requirements from authorities Extra duties due to absent staff Managing classroom/group behaviour Too much administrative work to do Too much work related to documenting children's development Too many children in my classroom/playgroup/group A lack of resources (financial, material, staff) %
  • 25. 25 Most likely reasons to leave the ECEC staff role Average pre-primary education staff reports across countries of the single most likely reason to leave their jobs Become an ISCED Level 1 teacher or above Become an ECEC centre leader Return as a student to an education or training programme Work in an education job not in an ECEC centre Other Attend to family responsibilities Work in a different job not in the ECEC sector Resolve health-related issues (e.g. physical and/or psychological burnout) Retire from work 0 5 10 15 20 25 %
  • 27. 27 Top three staff spending priorities Reducing group size by recruiting more staff Improving ECEC staff salaries Supporting children with special needs High quality professional development for staff Reducing ECEC staff's adm.load by recruiting more staff Investing in toys, material, and outdoor facilities Improving ECEC buildings and facilities Supporting children from disadvantaged or migrant backgrounds Pre-primary centres Chile 3 1 2 Germany* 1 2 3 Iceland 3 1 2 Israel 1 2 3 Japan 3 1 2 Korea 3 1 2 Norway 1 2 3 Turkey 3 1 2 Denmark** 1 2 3 Centres for children under age 3 Germany* 1 2 3 Israel 2 1 3 Norway 1 2 3 Denmark** 1 2 3
  • 28. 28 Who are the leaders of ECEC centres? Percentage of leaders with their formal education or training including: 0 20 40 60 80 100 Norway Iceland Korea Japan Germany* Chile Turkey Israel Norway Germany* Israel Pre-primary education (ISCED 02) Centres for children under age 3 % early childhood administration pedagogical leadership
  • 29. 29 Leaders’ sources of work-related stress Percentage of pre-primary leaders who report that the following are “a lot” or ”quite a bit” a source of stress : 0 20 40 60 80 100 Accommodating children with special needs Addressing parent or guardian concerns Managing staff Being held responsible for children's development, well-being, learning A lack of support from local authorities or government A lack of staff to carry out work Having extra duties due to absent staff A lack of resources (e.g. financial support and material resources) Keeping up with changing requirements from authorities Having too much administrative work to do (e.g. filling out forms) %
  • 30. 30 Top three barriers to leaders' effectiveness Inadequate ECEC centre budgetand resources ECEC staff absences ECEC staff shortages Government regulation and policy Lack of parent or guardian involvement and support Lack of opportunities/ supportfor ECEC staff's prof. dev. Lack of opportunities/ supportfor my own prof. dev. Pre-primary centres Chile 3 1 2 Germany* 1 2 3 Iceland 3 1 2 Israel1 1 a a 2 3 a Japan 2 3 1 Korea 3 2 1 Norway 2 1 3 Turkey 1 2 3 Denmark** 1 2 3 Centres for children under age 3 Germany* 1 2 3 Israel 3 2 1 Norway 2 1 3 Denmark** 1 3 2
  • 31. 31 Percentage of centre leaders who answered that their centre is publicly and privately or managed More private centres than public ones in some countries 0 20 40 60 80 100 Israel Turkey Iceland Chile Norway Japan Korea Germany* Norway Israel Germany* Pre-primary centres (ISCED 02) Centres for children under age 3 %
  • 32. Process quality more likely to be never inspected than facilities of centres Process quality: Quality of the interactions between staff and children Percentage of ECEC centre leaders who report that they never had an inspection on: 0 10 20 30 40 Japan Israel Chile Germany* Iceland Turkey Norway Korea Germany* Norway Israel Pre-primary education (ISCED02) Centres for children under 3 % 32 Process quality Facilities (e.g. space, safety)
  • 33. 33 Equity and diversity in early childhood education and care What do we learn from TALIS Starting Strong?
  • 34. 34 Concentration of children according to socio-economically background Percentage of centres with 11% or more children from socio-economically disadvantaged homes 0 20 40 60 80 100 Chile Turkey Germany* Israel Korea Iceland Norway Japan Germany* Israel Norway Pre-primary education (ISCED 02) Centres for children under age 3 %
  • 35. 35 Diversity approaches used in daily interactions with children Percentage of staff who report the approach applies “to some extent” or “a lot” 0 20 40 60 80 100 Turkey Chile Korea Israel Iceland Japan Germany* Norway Israel Germany* Norway Pre-primary education (ISCED 02) Centres for children under age 3 % Use books and pictures featuring people from a variety of ethnic and cultural groups The children sometimes play with toys and artefacts from cultures other than the ethnic majority
  • 36. 36 Public and private centres serving a high share of socio-economically disadvantaged children Percentage of publically and privately managed ECEC centres serving 11% or more of children from socio-economically disadvantaged homes 0 20 40 60 80 100 Chile Turkey Germany* Korea Israel Norway Iceland Japan Israel Germany* Norway Pre-primary-centres (ISCED 02) Centres for children under age 3 % Public Private
  • 37. 37 Mitigating or enhancing inequalities through resources allocated to centres? Same percentage of highly educated staff in all participating countries Same number of staff per 10 children in all participating countries Comparing centres with large and small share of socio- economically disadvantaged children:
  • 38. 38 More public centres than private ones in small towns Percentage of ECEC centres located in a town of 15000 people or less 0 20 40 60 80 100 Norway Germany* Iceland Turkey Israel Chile Korea Japan Norway Israel Germany* Pre-primary centres (ISCED 02) Centres for children under age 3 % Public Private
  • 39. 39 Number of staff per ten children higher in small centres than in large ones Average number of staff per ten children in ECEC centres, by centre size 0 2 4 6 8 10 Norway Iceland Chile Germany* Korea Israel Japan Turkey Norway Israel Germany* Pre-primary education (ISCED 02) Centres for children under age 3 Bottom quarter of centre size Top quarter of centre size
  • 40. 40 Learning from other countries? A well-trained workforce and a broad use of practices to support children’s development: Korea; Norway Attract and retain a high quality workforce: Norway; Israel and Turkey (high satisfaction but low participation in professional development) Governance and leadership: Germany, Korea, Israel A strong start to all children: Germany, Iceland and Norway (dual language learners); Chile and Turkey (socio-econ. disadvantaged); Japan (special needs)
  • 41. Questions? startingstrongsurvey@oecd.org www.oecd.org/education/school/earlychildhoodeducationandcare.htm 41 * Estimates for sub-groups and estimated differences between sub-groups in the TALIS Starting Strong 2018 data need to be interpreted with care. See Annex B for more information. ** Low response rates in the survey may result in biases in the estimates reported and limit the comparability of the data. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.