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Early Learning and Child Well-being in the United States

image of Early Learning and Child Well-being in the United States

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 the United States. 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 Estonia, who also participated in the study, to better identify factors that promote or hinder children’s early learning.

English

The context of early learning in the United States

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

English

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