1887

Providing Quality Early Childhood Education and Care

Results from the Starting Strong Survey 2018

image of Providing Quality Early Childhood Education and Care

For most children, early childhood education and care (ECEC) provides the first experience of life in a group away from their families. This experience plays a crucial role in children’s learning, development and well-being. The benefits of high-quality ECEC are not restricted to children’s first years of life. However, little is known about this first experience. What do children learn and do in ECEC settings? With which staff do children interact at their centres? Do all children face the same opportunities to enrol in high-quality settings? What are the main spending priorities to raise the quality of ECEC? These are key questions for parents, staff and policy makers.

The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the ECEC workforce. It offers an opportunity to learn about the characteristics of the workforce, the practices they use with children, their beliefs about children’s development and their views on the profession and on the sector. This first volume of findings, Providing Quality Early Childhood Education and Care, examines multiple factors that can affect the quality of ECEC and thereby can influence children’s learning, development and well-being.

English

.

Structural features of early childhood education and care centres and quality

This chapter presents findings from the Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) 2018 on the characteristics of early childhood education and care centres: where the centres are located, what types of centres exist, how many staff they employ and which children they serve. It explores how centre characteristics are associated with characteristics of staff, such as their qualifications, as well as practices in the centre. These practices include support for children’s development across different domains, as well as activities in response to children’s diverse cultural backgrounds. Since the transition from pre-primary education to primary school is a key milestone in a child’s educational path, the chapter also explores practices in support of smooth transitions and how they relate to centre characteristics.

English

Tables

Graphs

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error