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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.

English

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Early learning matters: The International Early Learning and Child Well-being Study

The International Early Learning and Child Well-Being Study (IELS) puts a spotlight on how children are faring at age five. This chapter presents the rationale for focusing on children’s learning and development in the earliest years, and outlines the importance of having evidence on early learning that is comparable across countries. The chapter also provides information on the overall design of the study.

English

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