Every day, millions of parents entrust the care of their infants and toddlers to nurseries, creches, childcare centres or home-based professionals. As they do so, they likely ask themselves familiar questions: Will my child be safe and happy? What experiences will shape their day? And are the professionals caring for them properly trained for this vital role?
In many countries, early childhood education and care (ECEC) for children under age 3 has expanded to meet families’ needs. For example, systems have public and private provision, centre-based and home-based settings, as well as services that cater to mixed age groups. This diversity can be a strength. It offers flexibility, allowing families to find arrangements that align with their needs and circumstances. Private and home-based providers have also often played a crucial role in expanding capacity, helping to meet the demand for places.
Yet, for many families, choice remains limited. Availability, cost and location frequently determine the options parents can realistically consider. At the same time, diversity in provision can be accompanied by variation in quality. For the youngest children, the quality of daily interactions with caregivers, peers and their environment is crucial to their development. These early experiences shape cognitive, social and emotional development, laying the groundwork for later learning and life outcomes. A large body of evidence shows that high-quality ECEC can have lasting positive effects, particularly for children from disadvantaged backgrounds. However, these groups are more likely to attend low-quality care settings.
The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) provides unique insights into these issues. First conducted in 2018 and repeated in 2024, the survey gathers the perspectives of staff and leaders working in ECEC settings. The 2024 cycle included 15 systems at the pre-primary level, and eight focused on provision for children under age 3: the Flemish Community of Belgium, Germany, Ireland, Israel, New Brunswick (Canada), New Zealand, Norway and Quebec (Canada). This report presents the findings for the latter group.
Although the number of participating systems at this level remains limited, they reflect a wide range of organisational models. The report offers a window into how countries organise education and care for their youngest children, documenting pedagogical practices and professionals’ beliefs about early development; the qualifications, working conditions and job satisfaction of staff; and the human and material resources available in settings. It gives voice to the professionals who work with children under age 3, illuminating what happens beyond the doors of ECEC services.
The analysis also examines how fragmentation within ECEC systems relates to variations in quality, and the extent to which such differences disproportionately affect vulnerable children. It highlights policies and mechanisms that can reduce disparities, strengthen coherence and foster continuous quality improvement across settings. By providing robust, comparative evidence, this report supports policymakers in designing stronger, more equitable ECEC systems, ensuring that all young children, regardless of background or setting, benefit from high-quality early experiences.