International Early Learning and Child Well-being Study


Early Learning and Child Well-being in England

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

Published on March 12, 2020


Executive summary
Reader’s guide
Abbreviations and acronyms
Early learning matters: The International Early Learning and Child Well-being Study
The context of early learning in England
Children’s emergent literacy and emergent numeracy outcomes in England
Children’s self-regulation outcomes in England
Children’s social-emotional outcomes in England
Summary and conclusions
Technical notes
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