Early childhood education and care (ECEC) is central to a child’s development. Governments increasingly recognise its long-term benefits, including its role in laying the foundations for lifelong learning and social cohesion. But the workforce that make this possible is under strain. As demand for high-quality services rises, ensuring the sustainability and attractiveness of the profession has become an urgent priority for many countries.
By assessing the issues that impact ECEC systems, the OECD helps countries understand whether children are receiving the strong foundations they need to succeed in school and beyond. The second round of the Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) reveals insights into the state of the profession, its strengths and the challenges the sector faces. The data show that supporting social and emotional development is very common across systems, but the intentional support of literacy and numeracy development tends to be less frequent. Children in high-quality ECEC settings – where staff build positive relationships and provide strong learning opportunities - have higher levels of emerging literacy and numeracy skills, and stronger social skills. According to the survey, staff place the greatest emphasis on helping children communicate, co-operate with others and manage their emotions. These foundations not only prepare children for academic success as they progress through education but also help build societies where individuals engage with one another and can work together to address shared challenges.
Encouragingly, while the ECEC workforce often face difficult working conditions, nine out of ten staff report high job satisfaction and a strong commitment to improving the lives of children. In all systems, a large majority of staff say they would choose to work in the sector again if given the chance. This dedication is vital, as young children learn and develop rapidly through the people around them. When schools and teachers ask how to support students’ social and emotional skills and well-being, ECEC staff remind us that these foundations are at the heart of their roles.
The vital work of the ECEC profession is recognised by families themselves: over 90% of staff in most countries and subnational entities feel valued by parents and children. This strong sense of appreciation reflects the trust and respect placed in ECEC staff. However, the picture changes when looking at broader societal recognition, with ECEC staff feeling less valued by society. This perception of lower social recognition is disappointing, but ECEC staff still feel more valued by society than staff working in other levels of education.
Despite the critical importance of ECEC work, staff shortages are a widespread problem. The lack of personnel impacts stress levels as staff must take on additional responsibilities, as well as limiting opportunities for ongoing professional development. Collaboration, which enhances the quality of ECEC work, also suffers as it requires dedicated time for teams to come together. These findings highlight the need for policies that proactively generate interest in the ECEC profession to meet growing demand from families and governments, and ensure all children can have access to high-quality ECEC.
The voices of the staff and leaders who participated in TALIS Starting Strong remind us of the challenges facing the sector, as well as the tremendous potential of ECEC professionals to support children and their families. Staff know they are valued by the children and the families they serve on a daily basis; now it is time to amplify their voices and recognise that their work is truly invaluable.
Andreas Schleicher,
Director for Education and Skills,
Special Advisor on Education Policy to the OECD Secretary-General
