Early Childhood Education and Care
Content
Early Childhood Education and Care
OECD Reviews Policy Challenges for Early Childhood Education and Care
11/06/2001 - Improving the quality of, and access to, early childhood education and care has become a major policy priority in OECD Member countries, according to a new OECD publication, Starting Strong: Early Childhood Education and Care. The early years are increasingly viewed as the first step in lifelong learning and a key component of a successful educational, social, and family policy agenda. Countries have adopted diverse strategies to policy development in this field à'¢à‚€à‚? strategies that are deeply embedded in particular country contexts, values, and beliefs. In particular, early childhood policy and provision are strongly linked to cultural and social beliefs about young children, the roles of families and government, and the purposes of early childhood education and care within and across countries. Taking a broader and more holistic approach than previous studies, this new OECD publication provides a comparative analysis of major policy developments and issues in 12 OECD countries - Australia, Belgium, the Czech Republic, Denmark, Finland, Italy, the Netherlands, Norway, Portugal, Sweden, the United Kingdom and the United States - highlighting innovative approaches and proposing policy options that can be adapted to different national contexts. What are the most promising strategies for organising policy in ways that promote child and family well-being? The report proposes eight key elements for equitable access to quality early childhood education and care: A systemic and integrated approach to policy development and implementation; A strong and equal partnership with the education system; A universal approach to access, with particular attention to children in need of special support; Substantial public investment in services and the infrastructure; A participatory approach to quality improvement and assurance; Appropriate training and working conditions for staff in all forms of provision; Systematic attention to monitoring and data collection; A stable framework and long-term agenda for research and evaluation. Governments increasingly recognise that public investment is necessary to support a quality system of early childhood education and care. Most countries in the OECD review seek to give young children the opportunity to experience at least two years of free early childhood education and care before beginning primary school. In several countries, access to early childhood education and care services begins earlier and is a legal right: from the age of 1 year in Denmark, Finland and Sweden, from the age of 2.5 years in Belgium and from age 3 in Italy. In general, however, the supply of services for children under three years does not meet current demand, and where services do exist, they may be characterised by fragmented access and poor quality of provision. Many countries have responded by expanding this sector, and by introducing protected and paid parental leave policies. Norway, for example, offers parental leave for one year, paid at almost 100% of earnings. Such measures help to promote also gender equity and reconcile family responsibilities and working life. Another high priority across a range of OECD countries is to improve the recruitment, training and remuneration of early childhood professionals, particularly for staff responsible for the development and education of children under three years. For staff working with pre-school children, there is a growing trend in most countries toward providing them with a tertiary degree. Coherent linking across the different sectors caring for young children is also a priority, in particular, at the levels of sectoral policy-making and local delivery. The improvement of quality through participatory approaches engaging staff, parents and children is also a need. The publication, Starting Strong: Early Childhood Education and Care, will be presented on Thursday 14 June at an international conference co-organised by the OECD, the Ministry of Education and
Science in Sweden and the Swedish National Agency for Education. Minister Ingegerd Wà¤rnersson will open the conference. Policy officials, researchers and practitioners from 50 countries will discuss the findings of the report, share innovative national and local approaches, and explore strategies to address the major challenges in the field. On the day before the conference, delegates will have a first hand look at the internationally-renowned Swedish early childhood settings during a pre-conference programme hosted by the City of Stockholm. Journalists may obtain a copy of the report from the OECD Media Relations Division. Others may purchase from the OECD On-line Bookshop. For further information, please contact Nicholas Bray, OECD Media Relations Division (Tel 33 1 45 24 80 90) orJohn Bennett in the OECD Education and Training Division (Tel 33 1 45 24 91 65). -----------------------"Starting Strong. Early Childhood Education and Care" 214 pages, OECD, Paris 2001 Available in electronic format (pdf) €45; FF295.18; US$40; DM88.01 ISBN 92-64-18675-1 (91 01 01 1)
http://www.oecd.org/document/49/0,3746,en_21571361_44315115_1912753_1_1_1_1,00.html
Starting Strong II: Early Childhood Education and Care
Executive summary | Table of contents How to obtain this publication | Country profiles News releases and press material | Previous editions | Websites | Corrigenda
Starting Strong II: Early Childhood Education and Care
Economic development and rapid social change have significantly modified family and child-rearing patterns across OECD countries. This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy. These include increasing women’s labour market participation; reconciling work and family responsibilities on a more equitable basis for women; confronting the demographic challenges faced by OECD countries; and in particular, addressing issues of access, quality, diversity, child poverty and educational disadvantage. How countries approach such issues is influenced by their social and economic traditions, their understandings of families and young children, and by accumulated research on the benefits of quality early childhood services. Starting Strong II outlines the progress made by the participating countries in responding to the key aspects of successful ECEC policy outlined in the previous volume, Starting Strong (OECD, 2001). It offers many examples of new policy initiatives adopted in the ECEC field. In their conclusion, the authors identify ten policy areas for further critical attention from governments. The book also presents country profiles, which give an overview of ECEC systems in all 20 participating countries. This book is relevant for the many concerned by child development, work/family balance and early childhood education and care policy. Countries covered: Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, the United Kingdom and the United States.
Education Commission of the States - Standout Reads from 2006
"Economic development and rapid social change have significantly modified family and child-rearing patterns across Organization for Economic Cooperation and Development (OECD) countries. A 2006 OECD book outlines progress made by participating countries in responding to key aspects of successful EARLY CHILDHOOD EDUCATION AND CARE (ECEC) policy. It offers many examples of new policy initiatives adopted in the ECEC field."
Executive summary
The provision of quality early childhood education and care (ECEC) has remained firmly on government agendas in recent years. Public awareness of gaps in provision and of insufficient quality in services has moved the issue of child care and after-school care onto electoral agendas in many countries. There is a growing recognition that early access to ECEC provides young children, particularly from low-income and second-language groups, with a good start in life. Twelve countries volunteered to participate in the first round of the review between 1998 and 2000. Recognising the value of the review and the quality of the recommendations produced in the first report, the OECD Education Committee authorised a second review in which eight countries participated. Both rounds of the review have taken a broad and holistic approach that considers how policies, services, families, and communities can support young children’s early development and learning. Complete executive summary
Table of contents
Chapter 1. Why Countries Invest in Early Childhood Education and Care Chapter 2. A Systemic and Integrated Approach to Early Childhood Education and Care (ECEC) Policy Chapter 3. A Strong and Equal Partnership with the Education System Chapter 4. A Universal Approach to Access, with Particular Attention to Children in Need of Special Support Chapter 5. Substantial Public Investment in Services and the Infrastructure Chapter 6. A Participatory Approach to Quality Improvement and Assurance Chapter 7. Appropriate Training and Working Conditions for Early Childhood Education and Care Staff Chapter 8. Systematic Attention to Data Collection and Monitoring Chapter 9. A Stable Framework and Long-Term Agenda for Research and Evaluation Chapter 10. Concluding Policy Observations Annex A. Terminology Used in the Report Annex B. The Scope and Methodology of the ECEC Review Annex C. Data for Figures Annex D. A Summary of International Evidence in Favour of Public Investment in ECEC Annex E. Country Profiles: An Overview of ECEC Systems in the Participating Countries Annex F. Members of Review Teams
How to obtain this publication
Readers can access the full version of Starting Strong II: Early Childhood Education and Care choosing from the following options: Subscribers and readers at subscribing institutions can access the online edition via SourceOECD, our online library. Non-subscribers can purchase the PDF e-book and/or paper copy via our Online Bookshop. ..... (Japanese version) Order from your local distributor Government officials can go to OLISnet's Publication Locator. Access by password for accredited journalists
Country profiles
The country profiles provide a comparative overview of the major indicators of Early Childhood Education and Care in the participating countries.
Australia Austria Belgium (Flemish Community) Belgium (French Community) Canada Czech Republic Denmark Finland France Germany Hungary Ireland Italy Korea Mexico Netherlands Norway Portugal Sweden United Kingdom United States
News releases and press material
More OECD countries focusing on early childhood as key to education success
Previous editions
Starting Strong: Early Childhood Education and Care
Websites
Early Childhood Education and Care
Corrigenda
Also available:
Petite enfance, grands défis II: Éducation et structures d'accueil (French)
Related documents:
Starting Strong II: Early Childhood Education and Care (Japanese version) (Japanese) Starting Strong II - Early Childhood Education and Care (Korean version) (Korean) Starting Strong II: Early Childhood Education and Care - Summary in English (English) Starting Strong II: Early Childhood Education and Care - Summary in Spanish (Spanish) Starting Strong II: Early Childhood Education and Care - Summary in German (German)
http://www.oecd.org/document/63/0,3746,en_2649_39263231_37416703_1_1_1_1,00.html
OECD Reviews Policy Challenges for Early Childhood Education and Care
11/06/2001 - Improving the quality of, and access to, early childhood education and care has become a major policy priority in OECD Member countries, according to a new OECD publication, Starting Strong: Early Childhood Education and Care. The early years are increasingly viewed as the first step in lifelong learning and a key component of a successful educational, social, and family policy agenda. Countries have adopted diverse strategies to policy development in this field à'¢à‚€à‚? strategies that are deeply embedded in particular country contexts, values, and beliefs. In particular, early childhood policy and provision are strongly linked to cultural and social beliefs about young children, the roles of families and government, and the purposes of early childhood education and care within and across countries. Taking a broader and more holistic approach than previous studies, this new OECD publication provides a comparative analysis of major policy developments and issues in 12 OECD countries - Australia, Belgium, the Czech Republic, Denmark, Finland, Italy, the Netherlands, Norway, Portugal, Sweden, the United Kingdom and the United States - highlighting innovative approaches and proposing policy options that can be adapted to different national contexts. What are the most promising strategies for organising policy in ways that promote child and family well-being? The report proposes eight key elements for equitable access to quality early childhood education and care: A systemic and integrated approach to policy development and implementation; A strong and equal partnership with the education system; A universal approach to access, with particular attention to children in need of special support; Substantial public investment in services and the infrastructure; A participatory approach to quality improvement and assurance; Appropriate training and working conditions for staff in all forms of provision; Systematic attention to monitoring and data collection; A stable framework and long-term agenda for research and evaluation. Governments increasingly recognise that public investment is necessary to support a quality system of early childhood education and care. Most countries in the OECD review seek to give young children the opportunity to experience at least two years of free early childhood education and care before beginning primary school. In several countries, access to early childhood education and care services begins earlier and is a legal right: from the age of 1 year in Denmark, Finland and Sweden, from the age of 2.5 years in Belgium and from age 3 in Italy. In general, however, the supply of services for children under three years does not meet current demand, and where services do exist, they may be characterised by fragmented access and poor quality of provision. Many countries have responded by expanding this sector, and by introducing protected and paid parental leave policies. Norway, for example, offers parental leave for one year, paid at almost 100% of earnings. Such measures help to promote also gender equity and reconcile family responsibilities and working life. Another high priority across a range of OECD countries is to improve the recruitment, training and remuneration of early childhood professionals, particularly for staff responsible for the development and education of children under three years. For staff working with pre-school children, there is a growing trend in most countries toward providing them with a tertiary degree. Coherent linking across the different sectors caring for young children is also a priority, in particular, at the levels of sectoral policy-making and local delivery. The improvement of quality through participatory approaches engaging staff, parents and children is also a need. The publication, Starting Strong: Early Childhood Education and Care, will be presented on Thursday 14 June at an international conference co-organised by the OECD, the Ministry of Education and
Science in Sweden and the Swedish National Agency for Education. Minister Ingegerd Wà¤rnersson will open the conference. Policy officials, researchers and practitioners from 50 countries will discuss the findings of the report, share innovative national and local approaches, and explore strategies to address the major challenges in the field. On the day before the conference, delegates will have a first hand look at the internationally-renowned Swedish early childhood settings during a pre-conference programme hosted by the City of Stockholm. Journalists may obtain a copy of the report from the OECD Media Relations Division. Others may purchase from the OECD On-line Bookshop. For further information, please contact Nicholas Bray, OECD Media Relations Division (Tel 33 1 45 24 80 90) orJohn Bennett in the OECD Education and Training Division (Tel 33 1 45 24 91 65). -----------------------"Starting Strong. Early Childhood Education and Care" 214 pages, OECD, Paris 2001 Available in electronic format (pdf) €45; FF295.18; US$40; DM88.01 ISBN 92-64-18675-1 (91 01 01 1)
http://www.oecd.org/document/49/0,3746,en_21571361_44315115_1912753_1_1_1_1,00.html
Starting Strong II: Early Childhood Education and Care
Executive summary | Table of contents How to obtain this publication | Country profiles News releases and press material | Previous editions | Websites | Corrigenda
Starting Strong II: Early Childhood Education and Care
Economic development and rapid social change have significantly modified family and child-rearing patterns across OECD countries. This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy. These include increasing women’s labour market participation; reconciling work and family responsibilities on a more equitable basis for women; confronting the demographic challenges faced by OECD countries; and in particular, addressing issues of access, quality, diversity, child poverty and educational disadvantage. How countries approach such issues is influenced by their social and economic traditions, their understandings of families and young children, and by accumulated research on the benefits of quality early childhood services. Starting Strong II outlines the progress made by the participating countries in responding to the key aspects of successful ECEC policy outlined in the previous volume, Starting Strong (OECD, 2001). It offers many examples of new policy initiatives adopted in the ECEC field. In their conclusion, the authors identify ten policy areas for further critical attention from governments. The book also presents country profiles, which give an overview of ECEC systems in all 20 participating countries. This book is relevant for the many concerned by child development, work/family balance and early childhood education and care policy. Countries covered: Australia, Austria, Belgium, Canada, Czech Republic, Denmark, Finland, France, Germany, Hungary, Ireland, Italy, Korea, Mexico, the Netherlands, Norway, Portugal, Sweden, the United Kingdom and the United States.
Education Commission of the States - Standout Reads from 2006
"Economic development and rapid social change have significantly modified family and child-rearing patterns across Organization for Economic Cooperation and Development (OECD) countries. A 2006 OECD book outlines progress made by participating countries in responding to key aspects of successful EARLY CHILDHOOD EDUCATION AND CARE (ECEC) policy. It offers many examples of new policy initiatives adopted in the ECEC field."
Executive summary
The provision of quality early childhood education and care (ECEC) has remained firmly on government agendas in recent years. Public awareness of gaps in provision and of insufficient quality in services has moved the issue of child care and after-school care onto electoral agendas in many countries. There is a growing recognition that early access to ECEC provides young children, particularly from low-income and second-language groups, with a good start in life. Twelve countries volunteered to participate in the first round of the review between 1998 and 2000. Recognising the value of the review and the quality of the recommendations produced in the first report, the OECD Education Committee authorised a second review in which eight countries participated. Both rounds of the review have taken a broad and holistic approach that considers how policies, services, families, and communities can support young children’s early development and learning. Complete executive summary
Table of contents
Chapter 1. Why Countries Invest in Early Childhood Education and Care Chapter 2. A Systemic and Integrated Approach to Early Childhood Education and Care (ECEC) Policy Chapter 3. A Strong and Equal Partnership with the Education System Chapter 4. A Universal Approach to Access, with Particular Attention to Children in Need of Special Support Chapter 5. Substantial Public Investment in Services and the Infrastructure Chapter 6. A Participatory Approach to Quality Improvement and Assurance Chapter 7. Appropriate Training and Working Conditions for Early Childhood Education and Care Staff Chapter 8. Systematic Attention to Data Collection and Monitoring Chapter 9. A Stable Framework and Long-Term Agenda for Research and Evaluation Chapter 10. Concluding Policy Observations Annex A. Terminology Used in the Report Annex B. The Scope and Methodology of the ECEC Review Annex C. Data for Figures Annex D. A Summary of International Evidence in Favour of Public Investment in ECEC Annex E. Country Profiles: An Overview of ECEC Systems in the Participating Countries Annex F. Members of Review Teams
How to obtain this publication
Readers can access the full version of Starting Strong II: Early Childhood Education and Care choosing from the following options: Subscribers and readers at subscribing institutions can access the online edition via SourceOECD, our online library. Non-subscribers can purchase the PDF e-book and/or paper copy via our Online Bookshop. ..... (Japanese version) Order from your local distributor Government officials can go to OLISnet's Publication Locator. Access by password for accredited journalists
Country profiles
The country profiles provide a comparative overview of the major indicators of Early Childhood Education and Care in the participating countries.
Australia Austria Belgium (Flemish Community) Belgium (French Community) Canada Czech Republic Denmark Finland France Germany Hungary Ireland Italy Korea Mexico Netherlands Norway Portugal Sweden United Kingdom United States
News releases and press material
More OECD countries focusing on early childhood as key to education success
Previous editions
Starting Strong: Early Childhood Education and Care
Websites
Early Childhood Education and Care
Corrigenda
Also available:
Petite enfance, grands défis II: Éducation et structures d'accueil (French)
Related documents:
Starting Strong II: Early Childhood Education and Care (Japanese version) (Japanese) Starting Strong II - Early Childhood Education and Care (Korean version) (Korean) Starting Strong II: Early Childhood Education and Care - Summary in English (English) Starting Strong II: Early Childhood Education and Care - Summary in Spanish (Spanish) Starting Strong II: Early Childhood Education and Care - Summary in German (German)
http://www.oecd.org/document/63/0,3746,en_2649_39263231_37416703_1_1_1_1,00.html
