Landscape analysis

For most children, early childhood education and care (ECEC) provides the first experience of life in a group away from their families. This experience plays a crucial role in children’s learning, development and well-being. The benefits of high-quality ECEC are not restricted to children’s first years of life. However, little is known about this first experience. What do children learn and do in ECEC settings? With which staff do children interact at their centers? Do all children face the same opportunities to enroll in high-quality settings?

The experience of children under age three with early childhood education and care (ECEC) is crucial for their learning, development and well-being and for parents’ return to work. Despite increasing recognition of the importance of ECEC for the youngest children, little is known about this sector. The OECD Starting Strong Teaching and Learning International Survey  (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce.

The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector.

Early childhood education and care (ECEC) services for children under six years of age play a fundamental role in laying strong foundations for lifelong learning and wellbeing, especially in the first three years of life. Quality ECEC services can make an extraordinary difference in children’s lives, especially for the most disadvantaged. Research indicates that children from vulnerable groups derive even greater benefit from high-quality ECEC than their peers from more advantaged families.

Our Recommendations:

Early childhood development (ECD) services have a strong, positive impact on children’s development. Research from diverse contexts shows that interventions that promote nurturing care in early learning environments significantly improve childhood development and later adult outcomes.

Early childhood development (ECD) services have a strong, positive impact on children’s development. Research from diverse contexts shows that interventions that promote nurturing care in early learning environments significantly improve childhood development and later adult outcomes.

The COVID-19 virus has created considerable uncertainty about the remainder of this school year, the next school year, and beyond. Federal, state, and local government responses should be informed by understanding current policies and their history, including the effects of the last major economic crisis, the Great Recession, on America’s state-funded preschool programs.

Connecticut Voices for Children released a second crisis response report, as part of a series of reports, that outlines what the state can do to support children and families during and after the COVID-19 crisis.

Scope of Practice for Midwives in Australia from the Australian College of Midwives defines the roles, functions and responsibilities that:

Innovative approaches to continuous professional development (CPD) in early childhood education and care (ECEC) in Europe: Findings from a comparative review explores innovation as an aspect of in-service continuous professional development in ECEC.