Early Learning and Child Well-being in Estonia

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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.



Technical note

This technical note provides additional background information on technical aspects relating to the International Early Learning the Child Well-being Study (IELS). It sets out the rationale for the types of assessment used in the study, response rates and other factors influencing the robustness, reliability and comparability of the data. More information on the conceptual and technical aspects of the study can be found in the Assessment Framework and Technical Standards for the study.


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