Early Learning and Child Well-being in Estonia

image of Early Learning and Child Well-being in Estonia

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 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.



The context of early learning in Estonia

This chapter provides contextual information to inform the interpretation of the IELS results in Estonia. It highlights demographic information about children and their families in Estonia; the national early learning policies; an overview of the early childhood and care services available; and discussion of their quality and impact. The chapter concludes with an overview of major issues and debates relating to the early learning sector in Estonia and a statement about what IELS can contribute to a growing body of international evidence on early learning.



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