International Early Learning and Child Well-being Study
Early Learning and Child Well-being
A Study of Five-year-Olds in England, Estonia, and 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.
The International Early Learning and Child Well-Being Study was designed to help countries
assess their children’s skills and development, to understand how these relate to
children’s early learning experiences and well-being. The study provides countries
with comparative data on children’s early skills to assist countries to better identify
factors that promote or hinder children’s early learning.
Three countries participated in this study in 2018: England (United Kingdom), Estonia
and the United States. The study directly assessed the emergent literacy and numeracy,
self-regulation and social-emotional skills of a representative sample of five-year-old
children in registered school and ECEC settings in each participating country. It
also collected contextual and assessment information from the children’s parents and
teachers. This report sets out the findings from the study as a whole.
Published on March 19, 2020
TABLE OF CONTENTS
| Foreword | |
| Executive Summary | |
| Reader’s guide | |
| Abbreviations and acronyms | |
| Why early learning and child well-being matter | |
| The design and implementation of the study | |
| A snapshot of participating countries | |
| Social-emotional skills | |
| Children’s skills in self-regulation | |
| Emergent literacy and emergent numeracy | |
| Technical note |
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