Building Strong Foundations for Life

Annex B. List of tables available online

Table A B.1. Chapter 3. How five-year-olds are faring

Table	Title
Table B.3.1	Mean scores and variation in foundational learning domains
Table B.3.2	Mean scores and variation in executive function domains
Table B.3.3	Mean scores and variation in social and emotional development domains
Table B.3.4	Age distribution of children in IELS 2025
Table B.3.5	Mean scores in foundational learning domains, by age
Table B.3.6	Mean scores in executive function domains, by age
Table B.3.7	Mean scores in social and emotional development domains, by age
Table B.3.8	Distribution of within-jurisdiction variation in early learning and development outcomes
Table B.3.9	Distribution of children across quarters of composite scores for foundational learning and executive function
Table B.3.10	Distribution of children across quarters of composite scores for foundational learning and social and emotional development
Table B.3.11	Distribution of children across quarters of composite scores for executive function and social and emotional development

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Table A B.2. Chapter 4. Equity gaps in early learning and development

Table	Title
Table B.4.1	Socio-demographic distribution of children in IELS 2025
Table B.4.2	Gender gaps in foundational learning domains
Table B.4.3	Gender gaps in executive function domains
Table B.4.4	Gender gaps in social and emotional development domains
Table B.4.5	Gender gaps in parent and teacher perceptions of children's skills
Table B.4.6	Socio-economic gaps in foundational learning domains
Table B.4.7	Socio-economic gaps in executive function domains
Table B.4.8	Socio-economic gaps in social and emotional development domains
Table B.4.9	Socio-economic gaps in parent and teacher perceptions of children's skills
Table B.4.10	Immigration background and gaps in foundational learning domains
Table B.4.11	Immigration background and gaps in executive function domains
Table B.4.12	Immigration background and gaps in social and emotional development domains
Table B.4.13	Immigration background and gaps in parent and teacher perceptions of children's skills
Table B.4.14	Language primarily spoken at home and gaps in foundational learning domains
Table B.4.15	Language primarily spoken at home and gaps in executive function domains
Table B.4.16	Language primarily spoken at home and gaps in social and emotional development domains

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Table A B.3. Chapter 5. Home environments and early learning and development

Table	Title
Table B.5.1	Parental levels of education and household structure among children in IELS 2025
Table B.5.2	Mother's level of education and foundational learning domains
Table B.5.3	Mother's level of education and executive function domains
Table B.5.4	Mother's level of education and social and emotional development domains
Table B.5.5	Single-parent household structure and foundational learning domains
Table B.5.6	Single-parent household structure and executive function domains
Table B.5.7	Single-parent household structure and social and emotional development domains
Table B.5.8	Home learning environment: Parent-child activities with a learning and developmental purpose
Table B.5.9	Home learning environment: Parent-child activities with a learning and developmental purpose and early learning and development outcomes
Table B.5.10	Home learning environment, by socio-economic status and household structure
Table B.5.11	Home learning environment and foundational learning domains
Table B.5.12	Home learning environment and executive function domains
Table B.5.13	Home learning environment and social and emotional development domains
Table B.5.14	Children's books at home and frequency of parent-child reading activities, by socio-economic background
Table B.5.15	Number of children's books at home and early learning and development outcomes
Table B.5.16	Frequency of parent-child reading activities and early learning and development outcomes
Table B.5.17	Frequency of children's use of digital tools and of parent-child educational activities on a digital support, by socio-economic background
Table B.5.18	Frequency of children's use of digital tools and early learning and development outcomes
Table B.5.19	Frequency of parent-child educational activities with digital tools and early learning and development outcomes
Table B.5.20	Parental involvement in the child's ECEC centre, by socio-economic status
Table B.5.21	Parental involvement in the child's ECEC centre and foundational learning domains
Table B.5.22	Parental involvement in the child's ECEC centre and executive function domains
Table B.5.23	Parental involvement in the child's ECEC centre and social and emotional development domains

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Table A B.4. Chapter 6. Early childhood education and care, additional supports and early learning and development

Table	Title
Table B.6.1	Participation in ECEC or early schooling, by age
Table B.6.2	Starting age of participation in ECEC (ISCED 01 or 02) or early schooling, by socio-economic background
Table B.6.3	Weekly hours of attendance of pre-primary programmes (ISCED 02)
Table B.6.4	Association between number of years in ECEC/school and foundational learning domains
Table B.6.5	Association between number of years in ECEC/school and executive function domains
Table B.6.6	Association between number of years in ECEC/school and socio emotional development domains
Table B.6.7	Association between starting age of attendance of ECEC/school and foundational learning domains
Table B.6.8	Association between starting age of attendance of ECEC/school and executive function domains
Table B.6.9	Association between starting age of attendance of ECEC/school and socio emotional development domains
Table B.6.10	Association between number of years in ECEC/school and foundational learning domains, by socio-economic background
Table B.6.11	Early developmental and learning difficulties
Table B.6.12	Differences in experiencing early developmental and learning difficulties, by socio-economic background
Table B.6.13	Additional supports for children, by experience of early difficulties and home language
Table B.6.14	Associations between additional supports for children and foundational learning domains
Table B.6.15	Associations between additional supports for children and executive function domains
Table B.6.16	Associations between additional supports for children and social and emotional development domains
Table B.6.17	Associations between second language support and scores in emergent literacy and numeracy

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