The OECD thematic reviews identify key elements of successful ECEC policies in OECD member and non-member countries. The OECD provides countries with policy advice and in-focus comparative data in Education and early childhood. These are tailor-made, independent reviews of countries’ policies and practices in response to individual country priorities. The OECD has consolidated a rich bank of data containing country-specific ECEC information.
The OECD develops international data on ECEC to provide insights on how different ECEC systems are organised across the world. As art of this work, the OECD is developing two studies that will assist countries to improve quality, equity and outcomes in the early years. The first years of life lay the foundations for a child’s future development and learning. More recently, the focus of debate has been shifting from expanding access to affordable ECEC to enhancing its quality.
OECD ECEC Network The Network upholds the mandate of the Education Policy Committee to assist countries to develop effective and efficient policies for education and learning to meet individual, social, cultural and economic objectives. ECEC systems differ around the world. PISA 2015 findings show that an investment in early education pays dividends in student’s performance at age 15. Education GPS is the OECD source with the latest internationally comparable data on education policies and outcomes. The OECD Child Well-Being Portal is a platform for conducting policy-oriented research on children, enhancing child well-being and promoting equal opportunities among children. For the related UK qualification, see City and Guilds.
Test written by four-year-old child in 1972, former Soviet Union. ECCE has a global scope, and caring for and educating young children has always been an integral part of human societies. Children remember and repeat actions they observe. While the first two years of a child’s life are spent in the creation of a child’s first “sense of self”, most children are able to differentiate between themselves and others by their second year. This differentiation is crucial to the child’s ability to determine how they should function in relation to other people.
2 years of age, can be influential to future education. With proper guidance and exploration children begin to become more comfortable with their environment, if they have that steady relationship to guide them. Parents who are consistent with response times, and emotions will properly make this attachment early on. A child exploring comfortably due to having a secure attachment with caregiver.