Early Learning and Child Well-being in England
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.
This report sets out the findings from the International Early Learning and Child Well-being Study in England. 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 Estonia and the United States, who also participated in the study, to better identify factors that promote or hinder children’s early learning.
Children’s social-emotional outcomes in England
This chapter presents findings on the social-emotional outcomes of five-year-olds in England. It shows the differences in social-emotional scores across multiple subgroups of children, considering their individual and family characteristics, as well as their home learning environments. This is based on a direct assessment of children’s outcomes and reports from the children’s parents and educators.
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