oecd early childhood education

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. 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. 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.

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. 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 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. journalists may obtain a copy of the report from the oecd media relations division. for further information, please contact nicholas bray, oecd media relations division (tel 33 1 45 24 80 90) or john bennett in the oecd education and training division (tel 33 1 45 24 91 65).

the first five years of children’s lives are crucial to their development. during this period, children learn at a faster rate than at any other time in their lives, developing basic cognitive and socio-emotional skills that are fundamental for their future achievements in school and later on as an adult. the purpose of the study is to provide countries with a common language and framework, encompassing a collection of robust empirical information and in-depth insights on children’s learning development at a critical age. have you got some questions about the study, it’s methodology and the results.we’ve put together some answers to the more frequently asked questions otherwise you can send us an email (see below). check out more policy-oriented research on childrem enhancing child well-being and promoting equal opportunities among children.

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