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Early childhood and schools

Early Childhood Education and Care - Thematic Reviews

 

The OECD thematic reviews identify key elements of successful ECEC policies that are common to countries around the world. The reports offer an international perspective of ECEC systems;  discuss the strengths and opportunities of different approaches; and provide policy orientations that can help promote equitable access to high quality early childhood education and care. Examples of thematic reviews include: improving access to ECEC services; fostering equity of ECEC systems; ensuring high quality services to foster child development; establishing monitoring systems to support quality development and inform policy making; and facilitating transitions from ECEC to primary schooling.

To date five reports have been issued form these reviews:

  • Starting Strong: Early Childhood Education and Care ( 2001)
  • Starting Strong II (2006)
  • Starting Strong III (2011)
  • Starting Strong IV (2015)
  • Starting Strong V (2017)

 

Starting Strong V:
Transitions between ECEC and primary education

 

International research points out that early childhood education and care (ECEC) provides a crucial foundation for future learning and helps to develop the cognitive and social-emotional skills essential for future success. To ensure that the benefits of ECEC last when children leave the child care or early education provision and continue their development in primary schooling, strong and high quality transitions between ECEC and elementary schooling are necessary. This  publication will present the findings of the policy review of transition from ECEC to Primary Education.

This forthcoming publication will advance knowledge on how OECD and non-member countries prepare, design and implement transitions between ECEC and primary education to ensure the positive impact of ECEC is sustained and reflected on later achievement. Progress of this project is discussed at ECEC Network meetings.


 

 

 

Starting  Starting Strong IV: 
Monitoring Quality in ECEC

 

Research suggests that access to high quality matters for better child learning outcomes. A growing number of countries are establishing monitoring systems to ensure quality and accountability.

This publication explores how countries can develop and use monitoring systems to enhance service and staff quality for the benefit of children. It offers an international perspective and concrete examples to help policy makers, monitoring experts and practitioners in the field develop their own
monitoring policies and practices.

 

 

 

Starting Strong III:
A Quality Toolbox for ECEC

 

Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. However, these benefits are conditional on “quality”. Expanding access to services without attention to quality will not deliver good outcomes for children or long-term productivity benefits for society.
      
This publication focuses on quality issues: it aims to define quality and outlines five policy levers that can enhance quality in ECEC. It provides busy policy makers with practical tools such as research briefs, international comparisons, country examples and self-reflection sheets in order to successfully implement these policies.

Country notes: The outputs of the project included individual country reviews on quality matters:

 

 

Starting Strong III:
A Quality Toolbox for ECEC – online version


The online version of the Quality Toolbox presents the five policy levers found to enhance quality in ECEC and contains several components not found in the publication, including a web page that compiles a sample of approaches used by governments to improve ECEC within their country. Links to websites, reports, frameworks, guides, training videos, brochures, etc. have been categorised by the five levers of the toolbox

After the launch of Starting Strong III , high-level government officials, academics and key stakeholders showed interest in extending the findings of the report by collecting more data on how countries are measuring quality. The OECD Review of Policies and Practices for Monitoring and Evaluating Quality in Early Learning and Development was developed during 2013/14. The outputs of the project included individual country reviews on quality matters: Quality Matters Country Policy Profiles

 

     

Starting Strong II:
Early Childhood Education and Care

 

This publication describes the progress made by participating countries in responding to the key aspects of successful ECEC policy outlined in the previous volume, Starting Strong (OECD, 2001). It offers many examples of new policy initiatives adopted in the ECEC field. Ten policy areas for further critical attention from countries are identified. The book also present country profiles, which can give an overview of ECEC systems in 20 participating countries.

This book is relevant for the many concerned by child development, work/family balance and early childhood education and care policy.

 

 

Starting Strong

 

This book provides a comparative analysis of major policy developments and issues in 12 OECD countries, highlights innovative approaches, and proposes policy options that can be adapted to varied country contexts. What are the most promising strategies for organising policy in ways which promote child and family well-being? Looking towards the future, the report proposes eight key elements of successful policy for decision makers seeking to promote equitable access to quality early childhood education and care.

 

 

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