International Early Learning and Child Well-being Study

The International Early Learning Child Well-being Study is designed to help countries to improve children's early learning experiences, to better support their development and overall well-being.


IMPROVING EARLY EQUITY: From Evidence to Action


Read the blog: How can equity in children's early learning be achieved?



Early Learning and Child Well-being: A study of five-year-olds in England, Estonia and the United States

IELS Report Cover

Read the blog: Early learning gaps are stark, but can be successfully mitigated


Areas of Work

The first five years of children's lives are crucial to their development. During this period, children learn at a faster rate than at any other time in their lives, developing basic cognitive and socio-emotional skills that are fundamental for their future achievements in school and later on as an adult.

Why this study was set up

The purpose of the Study is to provide countries with a common language and framework, encompassing a collection of robust empirical information and in-depth insights on children's learning development at a critical age.

Find out more about this Study

Read our Brochure

Have you got some questions about the study, it's methodology and the results.
We've put together some answers to the more frequently asked questions otherwise you can send us an email (see below).


Check out our FAQs here

Thematic reports


What Matters Most for five-year-olds

Read the blog: Should education leaders be listening to children?


Social-Emotional Development at Age Five

Read the blog: Is curiosity a key to better early learning? 


Gendered aspirations of five-year-olds

Read the blog: Gender norms are clearly evident at five years of age