The first five years of a child's life is a period of great opportunity, and risk. The cognitive, social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood. This report sets out the findings from the Early Learning and Child Well-being Study in the United States. The study assesses children's skills across both cognitive and social-emotional development, and how this relates to children's early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children's parents and educators. It provides comparative data on children's early skills with children from England and Estonia, who also participated in the study, to better identify factors that promote or hinder children's early learning.
|Publication date:||12 March 2020|
|✓ Read the publication:||Early Learning and Child Well-being in the United States|
|✓ Further information:||International Early Learning and Child Well-being Study|
|✓ Comparative report:||Early Learning and Child Well-being: A Study of Five-year-Olds in England, Estonia, and the United States|
|✓ See also:||OECD's iLibrary|