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The key reasons why early learning matters

Early Learning Matters Week is a vital opportunity to celebrate the importance of early learning and the work that early childhood educators do.

Universal access to high-quality early childhood education and care (ECEC) benefits all young children, but it particularly benefits those at risk of poor education achievement. More than 90% of brain development occurs in the first five years, high quality early education sets children up for lifelong learning and wellbeing. Young children learn best through play-based activities that are suited to their age. When children have inclusive, positive and rich early learning experiences, they are more likely to go on to become successful learners, with high levels of wellbeing. Early childhood education and care is an important way of providing learning experiences, especially for children experiencing disadvantage or vulnerability.

All children deserve access to a high-quality, play-based early education and care service where and when they need it. Universal access to high-quality, play-based early childhood education and care services deliver positive outcomes for children and families now and into the future. This access also provides greater opportunities to reach and support vulnerable children and families. In 2021, children who did not receive any ECEC were twice as likely to be developmentally vulnerable on one or more domains when starting school than children that received some ECEC (40.7% compared to 20.3%).

The goal of fully realising the benefits of early learning for all children in Australia has not yet been reached. Early Childhood Australia (ECA) advocates for an early childhood system for young children that delivers more accessible, affordable, inclusive, and stable early childhood services to ensure every young child is thriving and learning. We know that a strong universal platform of early childhood education and care supports all children now and in the future.

One in five (22%) Australian children start school developmentally vulnerable, which rises to two in five (42.3%) for Aboriginal and Torres Strait Islander children according to the most recent Australian Early Development Census (AEDC) data. The data shows a ‘small but significant’ increase in the proportion of Australian children who are ‘developmentally vulnerable’. Worryingly, this ‘lost ground is most evident where there was existing developmental disadvantage’.

High-quality early learning makes a difference to children’s long-term outcomes, but research shows over a third of Australia’s children live in ‘childcare deserts’ (568,700 children aged 0 to 4 years, or 36.5%)—nine million Australians in total. ‘Childcare deserts’ are areas where there are more than three children for every early childhood education and care centre-based place. While they are most likely to occur in regional and remote areas, ‘childcare deserts’ are in every part of Australia.

The recent review of the government’s Child Care Package revealed the package had limited impact on improving the affordability of early childhood education and has ‘not been effective, to date, in reducing increases in childcare fees’. The report also finds many families are accessing high levels of unsubsidised hours in early education. Concerningly, the package has a disproportionate limiting impact for children and families experiencing disadvantage and vulnerability through reductions to the minimum hours of subsidised care (down from 24 hours a week to 12).

The report notes in its concluding remark: ‘the real challenge is in developing a clearer vision of the role of early childhood education and care in Australia, and working towards this.’

Early childhood education and care should be for every child, however, many children and families experience disproportionate exclusion from services. Inclusion support programs are struggling to keep pace with demand and targeted support for children and families is often fragmented and siloed. Funding and support to access tailored professional learning has not kept pace with the demands and complexities facing the current workforce.

With adequate resources and partnerships, early learning settings can provide a unique opportunity to provide welcoming places for all children and families, while supporting specialist approaches and targeted interventions. They can also be sites for deeply listening to the voices of children and those who care for them to deliver trauma-informed, culturally safe and inclusive approaches that support all to thrive. We need well-resourced systems and practices that put early learning in reach for all children and families.

The early childhood education and care sector is facing unprecedented workforce challenges and shortages. While the sector has projected growth, the profession is experiencing significant workforce shortages driven by declining enrolments in educator and teacher qualifications, high turnover and recruitment difficulties along with high vacancies. Some services are reconfiguring or reducing provisions to operate within staffing constraints. This is placing significant pressure on the workforce who are often working long hours in more challenging conditions, which have been exacerbated by the pandemic.

The sector needs significant investment in the longer-term strategies set out in the Shaping Our Future strategy. There is also immediate investment required to improve the pay and conditions of the sector. We need a well-supported and professionally paid workforce that is thriving. Our children, families, and society rely on the benefits of early learning and a strong and stable workforce.

To make better progress, we need to prioritise:

Access to Early Learning: A high-quality, play-based ECEC place for every child where and when they need it.
Affordability of Early Learning: A simplified subsidy system that delivers affordable and predictable ECEC.
Inclusion in Early Learning: Well resourced systems and practices that put ECEC services in reach for all children and families.
Stability of Early Learning: A well supported and professionally paid workforce that are thriving in their work.

Early Learning Matters Week needs your participation this year. From 17–21 October 2022 host an event, get in touch with your local MP, invite them to your service and showcase the importance of early education in your community. There are resources to help plan your event on the Early Learning Matters website, along with a page to register your event .

Early Childhood Australia

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This post beautifully captures the importance of early learning and the profound impact it can have on a child’s development.

What you need to know about early childhood care and education

Why is early childhood care and education so important.

Early childhood care and education (ECCE), covering the period from birth to 8 years old, is crucial because it leverages a time of significant brain development in children. Quality ECCE can set the foundation for good health, nutrition, learning success, social-emotional development, and economic productivity throughout life.

Despite these benefits, ECCE often receives low priority in education policies and investment and may exclude marginalized groups. Much of ECCE is privately provided, adding to its vulnerability. Extending education rights to include early childhood care can significantly impact developmental outcomes for children. Evidence suggests that legal provisions for compulsory pre-primary education can boost early development.

However, there's no international framework that currently enshrines these rights, which limits global progress. Quality improvement in ECCE can be driven by better training for caregivers, more robust community engagement, and improved infrastructure, such as better water and sanitation services in early learning settings. Additionally, extending family-friendly policies like parental leave and childcare benefits can significantly enhance early learning environments.

What is the global situation for ECCE?

Meeting SDG 4, which aims for inclusive and quality education for all, requires integrating ECCE. The Transforming Education Summit highlighted this integration to address the equity and relevance crises in education. Significant challenges include fragmented ECCE policies and services, insufficient funding, and a lack of comprehensive data.

Extending the right to education to include ECCE could greatly enhance early learning, yet no international legal framework currently ensures this right. Addressing these issues is critical for supporting foundational learning and ensuring equitable access to quality early education, essential for preparing children for primary education and beyond. This effort aligns with the objectives of the Tashkent Declaration to transform and improve global ECCE practices.

Disparities and Financing in ECCE

Disparities in child development begin early and are pronounced among disadvantaged groups. Approximately 30% of children worldwide are not on track developmentally, with those from poorer households and rural areas facing significant challenges. In contrast, 78% of children in wealthier households are developmentally on track compared to only 55% in the poorest ones. These children often lack access to early stimulation and educational resources, with only a fraction having books or playthings at home. ECCE is crucial for developing foundational skills necessary for lifelong learning.

However, it faces significant challenges including underfunding, lack of cohesive policies, and insufficient data. There is a pressing need to improve access and quality of ECCE to ensure that children are ready for primary education by 2030. Despite calls for increased funding, actual investment in ECCE remains low, with global median spending on pre-primary education at just 0.4% of GDP. Closing this financing gap is critical, especially considering that the required investment to meet pre-primary education goals by 2030 is estimated at USD 354 billion for low and middle-income countries.

What is the basis for UNESCO’s approach to this work?

UNESCO regards ECCE as a fundamental and integral part of the education system and a solid foundation on which to build lifelong education, lives, and careers. All of its work in this area is aligned with target 4.2 of Sustainable Development Goal 4, which aims to ‘By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.’ To further advance this target, UNESCO established a Global Partnership Strategy to bridge the gap and ensure that quality ECCE, early primary school years, and family education are available for all children.

UNESCO’s work is based on the idea that ‘Learning begins at birth,’ introduced in the World Declaration on Education for All Jomtien declaration . As inscribed in the Convention on the Rights of the Child (1989), young children have the right not only to survive but to thrive and develop to their fullest potential. In 2000 the international community at the World Education Forum (Dakar 2000) committed itself to ‘expanding and improving comprehensive early childhood care and education, especially for the most vulnerable and disadvantaged children.’ Ten years later, UNESCO’s World Conference on Early Childhood Care and Education (Moscow 2010) warned that the EFA Goal on ECCE was ‘at great risk of not being achieved by 2015 unless urgent and resolute action is taken’ and highlighted ECCE as a social, human, and economic development imperative.

With only six years left to achieve Sustainable Development Goal 4 (SDG 4) on inclusive and quality education, the world remains significantly off-track. Millions of children are falling behind in their developmental milestones and many lack access to pre-school education, putting their future learning opportunities at risk. Addressing these educational deficits is crucial to ensuring that every child has the opportunity to thrive and succeed.

A significant step forward to addressing these needs was taken with the adoption of The Tashkent Declaration for Early Childhood Care and Education , the outcome of the World Conference on Early Childhood Care and Education ( WCECCE ), held in November 2022. As the first high-level intergovernmental event in the field of education to be organized after the Transforming Education Summit (TES), the conference served as a platform for diverse stakeholders to discuss experiences, challenges, practices and innovations. UNESCO’s member states have pledged to invest at least 10% of their total education spending on pre-primary education. The discussion focused on achieving SDG target 4.2. The conference propelled efforts to nurture foundational skills for socialization, well-being, and lifelong learning, recognizing that inequalities in learning and development start early in life.

To further support these goals, one of the commitments of the Tashkent Declaration is the first Global Report on Early Childhood Care and Education , jointly prepared by UNESCO and UNICEF, with the support of GPE, ILO, OECD, WHO, and The LEGO Foundation. Building on new findings on the key issues facing ECCE, the report provides recommendations to governments and the international community to promote an integrated ECCE ecosystem that better supports children and families.

How does UNESCO work to promote ECCE?

UNESCO collaborates with governments and other key stakeholders concerned with the care and education of young children from birth until primary school entry. Its ECCE activities focus on promoting holistic and quality pre-primary education for all children over the age of 3, ensuring the use of developmentally appropriate pedagogies and emphasizing the links with primary education as well as early childhood health, nutrition and social services.

Concretely it works with Member States at national, regional and international levels by influencing policies and practices through evidence-based advocacy, knowledge generation and sharing, partnership-building, capacity-building and technical assistance. These include work in teacher development through projects like STEPP (The Survey of Teachers in Pre-Primary Education), parenting education and family literacy, and measurement and monitoring.

UNESCO promotes the integration of an ECCE component in countries’ education sector plans to address the needs of different age groups and includes the marginalized. Partnerships that involve working with health, nutrition and social sectors as well as civil society and private sector actors help widen the reach to children.

UNESCO regards ECCE as a fundamental part of the education system and a solid foundation for building lifelong education, lives, and careers. Its work in this area aligns with SDG target 4.2, which aims to ensure that all children have access to quality early childhood development, care, and pre-primary education by 2030. UNESCO promotes the integration of ECCE in countries’ education sector plans, addressing the needs of various age groups, including marginalized populations.

Key recommendations to ensure a robust foundation for children's rights in ECCE include promoting ECCE for school readiness, prioritizing vulnerable children, supporting parents and caregivers, valuing ECCE personnel, investing in data, leveraging research, increasing investments by governments, enhancing international efforts and partnerships, and expanding the right to education through a legally binding international framework. By implementing these recommendations, stakeholders can address the comprehensive needs of young children globally, setting a foundation for better educational outcomes and lifelong benefits.

What are the recommendations highlighted in the global report on ECCE?

Promote ECCE for school readiness: Countries must develop early learning opportunities that include a strong focus on foundational skills such as emerging literacy, numeracy, and social-emotional skills to better support educational outcomes.
Prioritize Vulnerable Children: Extend access to quality early childhood care and education, particularly to the most vulnerable and disadvantaged.
Support Parents and Caregivers: Governments must take a whole of-society approach and include parental support programmes and family-friendly policies to improve children’s early learning experiences.
Value ECCE Personnel: Governments must invest more in recruiting and training ECCE personnel to have the skillsets for creating safe, healthy, and stimulating early learning environments.
Invest in Data: The international community must develop new indicators and mechanisms to better support and monitor the development of the ECCE sector, particularly for children younger than 3.
Leverage Research: Governments must adopt a multidisciplinary and scientific understanding of learning and development to improve the relevance and quality of ECCE curriculum and pedagogy.
Increase Investments by Goverments: Governments are called on to allocate at least 10% of national education budgets to pre-primary education.
Enhance International Efforts and Partnership: The international community must establish a global initiative or alliance to better work together for children from (before) birth to 8 years. Leverage ECCE through the Global Partnership Strategy (GPS).
Expand the right to education: The creation of a legally binding international framework establishing the right to ECCE is needed to articulate states’ obligations, promote accountability and monitoring, as well as ensure minimum resource allocation for ECCE. By implementing these recommendations, stakeholders can effectively address the comprehensive needs of young children globally, setting a foundation for better educational outcomes and lifelong benefits.

High-quality early child care and education: The gift that lasts a lifetime

Subscribe to the center for universal education bulletin, andres s. bustamante , andres s. bustamante assistant professor of education - university of california, irvine eric dearing , eric dearing professor, applied developmental & educational psychology - boston college henrik daae zachrisson , henrik daae zachrisson professor, department of special needs education - university of oslo deborah lowe vandell , and deborah lowe vandell professor, school of education - university of california, irvine kathy hirsh-pasek kathy hirsh-pasek senior fellow - global economy and development , center for universal education.

November 4, 2021

Debate continues on Biden’s “ Build Back Better” social infrastructure bill offering a historic expansion of child care and universal preschool. Early childhood education is a socially popular endeavor with strong bipartisan support and impressive evidence for meaningful impacts in the short and long term . Economic research examining the return on investment for early education suggests tremendous value ranging from $4 to $13 in return for every $1 spent from impacts on educational attainment, employment, health, truancy, and criminality.

Much of the data used in these projections come from classic “gold standard” interventions like the Abecedarian and Perry preschool studies. These were highly resourced projects that provided high-quality early education experiences to families from under-resourced communities. Can the findings from these studies be generalized to large-scale modern programs with children from a range of economic backgrounds? This is what is proposed in the new infrastructure bill as a universal pre-K model.

A new study published in Child Development strongly suggests that sustained high-quality early education can have long-lasting impacts. Using the National Institute of Child Health and Human Development study of early child care and youth development as its base, this research followed 814 subjects of the original sample until the young adults were 26 years of age. These young adults had attended a variety of child care and preschool settings that varied widely in their quality of care. As this was a study of development of everyday children in everyday environments, it included families from low-, middle-, and high-income backgrounds in several locations around the country with access to high, middling, or lower quality of care when they were in early childhood. Remarkably, children from low-income backgrounds who had access to 24 months or more of high-quality early childhood education in their first five years were more likely to graduate from college and had higher salaries at age 26. In fact, the outcomes for these young adults who experienced sustained high-quality care were statistically indistinguishable from their higher-income peers.

Community-based early care and education, delivered at scale, can provide lasting impacts, and may serve as a catalyst for children’s success later in life—particularly for those from less resourced environments. Importantly, high quality was necessary for achieving these long-term outcomes. Recent findings from a study by University of Virginia Professor Bob Pianta and his colleagues make a similar point. High-quality early child care increases children’s readiness for school and narrows the so-called achievement gap by half. This means access to early education is not enough. Warm, safe, supporting environments that are rich with language and conversations, and offer many opportunities to play and engage in hands-on exploration are key. Sustained access is also critical in predicting long-term outcomes. Higher salary and college graduation rates were only evident for children who had two or more years of high-quality care.

The data are clear. Early childhood programs that are sustained and high quality can have long-lasting impacts on children, preparing them for formal schooling and beyond with the added factor that early education paves the way for parents to be in the workforce.

The data are clear. Early childhood programs that are sustained and high quality can have long-lasting impacts on children, preparing them for formal schooling and beyond with the added factor that early education paves the way for parents to be in the workforce. This is a win-win-win for society. But access alone and custodial care will not sow the benefits provided by high-quality early care programs.

As we continue the debate, let us keep the science of early learning clearly in mind. We need high-quality early childhood care to set children on trajectories that will enable them (and society) to thrive. The new research suggests that this goal is within our grasp and that it is scalable within everyday contexts.

What research tells us: Why early educators are important

No matter what their role, adults who spend time working with young children are important. Early educators provide multiple skills in serving children and their families. What are some of the critical links early educators provide?

The "active ingredient" fueling children's development is their relationships with their parents, caregivers, teachers, and other adults. (1)
Warm and nurturing interactions are directly linked to children's social competence and future academic success. (2)
Positive caregiving is the strongest predictor of quality for young children in child care settings. (3)
Infants with secure attachment relationships with their caregivers are more likely to play, explore, and interact with adults in their child care setting. (4)
When parents, informal community programs, and professionally staffed early childhood services pay attention to young children's emotional and social needs, as well as to their mastery of literacy and cognitive skills, they have maximum impact on the development of sturdy brain architecture and preparation for success in school. (5)
The essence of quality in early childhood services is embodied in the expertise and skills of the staff and in their capacity to build positive relationships with young children. (6)

Professional development keeps you growing and learning

Caregivers who are kind, nurturing, and responsive to children's needs make quality possible. Equally important is intentional planning and ongoing professional development. Professional development is what provides the needed education, information, and strategies to link to quality child care and education. Even those with the best intentions and warm hearts will need to understand child development and what makes for quality child care.

You are important! Keep growing and learning

The warmth and support of the caregiver in a child care setting also influence the development of important capabilities in children, including greater social competence, fewer behavior problems, and enhanced thinking and reasoning skills at school age. Young children benefit in these ways because of the secure relationships they develop in such settings, and also because of the ways in which the caregivers provide cognitively stimulating activities and support for developing positive relationships with other children. (7)
Neurobiological research suggests that stable nurturing relationships and good learning opportunities create good foundational circuitry in the brain. Since the young brain develops in cumulative stages, experience highly influences circuit sequencing and the better the foundational development, the more positive the outcomes are for children later in life. (8)
Recent research found interactions between neural connections governing social and emotional development and those associated with cognitive functioning. In particular, scientists describe the importance of the "serve and return" process in which young children reach out to adults first through smiling and babbling and later through talking and playing. In turn, adults respond attentively and affectionately, making children feel secure and loved. This process helps children develop healthy relationships with other adults and with their peers while stimulating the neuroconnections in young brains that shape children's ability to explore their world, communicate, and learn. (9)
The knowledge and skills required of an effective preschool teacher have increased as science has revealed more about the capabilities of young children, how they learn best, and the importance of early learning for later school success. (10)

1 - Zero to Three and Pre(K) Now, "Common Visions/Different Paths; Five States' Journeys toward Comprehensive Prenatal-to-Five Systems," Retrieved from Zero to Three (Feb.2008) http://www.zerotothree.org/site/DocServe /Common_Vision__Different_Paths_Final.

2 - Linda M. Espinao (2002), "High Quality Preschool: Why we need it and what it looks like," Preschool Policy Matters, Issue 1 / Nov. 2002, Retrieved from National Institute for Early Education Research http://nieer.org.

3 - The National Institute of Child Health and Development, "The NICHD Study of Early Care and Youth Development: Findings for children up to age 4 ½ years" (NIH Publication No. 05- 4318) Department of Health and Human Services).

4 - Carollee Howes (1999),""Attachment Relationships in the Context of Multiple Caregivers," in Handbook of Attachment: Theory, Research, and Clinical Applications.

5, 6 - "The science of early childhood development: Closing the Gap Between what we know and what we do," National Scientific Council on the Developing Child, Retrieved from the Center on the Developing Child, Harvard University, http://www.developingchild.net/pubs/ persp/pdf/Science_Early_Childhood_Development.pdf .

7 - National Scientific Council on the Developing Child, "Young Children Develop in an Environment of Relationships" (Summer 2004/Working Paper#1), 3rd printing, Dec. 2006, Retrieved from http://www.developingchild.net/pubs/w /Young_Children_Environment_ Relationships.pdf.

8 - Center on the Developing Child at Harvard University (2007). "A Science Based Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children (Summary of Essential Findings)." Retrieved from http://www.developingchild.harvard.edu .

9 - Zero to Three and Pre-K Now (Feb. 2008), "Common Visions: Different Paths; Five States' Journeys toward Comprehensive Prenatal-to-Five Systems," Retrieved from Zero to Three (Feb. 2008) http://www.zerotothree.org/site/DocServe /Common_Vision__Different_Paths_ Final.pdf?docID=4521

10 - W. Steven Barnett (2004), "Better Teachers, Better Preschools: Student Achievement Linked to Teacher Qualification." Retrieved from the National Institute for Early Education Research, Issue 2 / Revised December 2004, http://nieer.or /resources/policybriefs/2.pdf.

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InBrief: The Science of Early Childhood Development

This brief is part of a series that summarizes essential scientific findings from Center publications.

Content in This Guide

Step 1: why is early childhood important.

: Brain Hero
: The Science of ECD (Video)
You Are Here: The Science of ECD (Text)

Step 2: How Does Early Child Development Happen?

: 3 Core Concepts in Early Development
: 8 Things to Remember about Child Development
: InBrief: The Science of Resilience

Step 3: What Can We Do to Support Child Development?

: From Best Practices to Breakthrough Impacts
: 3 Principles to Improve Outcomes

The science of early brain development can inform investments in early childhood. These basic concepts, established over decades of neuroscience and behavioral research, help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society.

Brains are built over time, from the bottom up.

The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences affect the quality of that architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow. In the first few years of life, more than 1 million new neural connections are formed every second . After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient. Sensory pathways like those for basic vision and hearing are the first to develop, followed by early language skills and higher cognitive functions. Connections proliferate and prune in a prescribed order, with later, more complex brain circuits built upon earlier, simpler circuits.

In the proliferation and pruning process, simpler neural connections form first, followed by more complex circuits. The timing is genetic, but early experiences determine whether the circuits are strong or weak. Source: C.A. Nelson (2000). Credit: Center on the Developing Child

The interactive influences of genes and experience shape the developing brain.

Scientists now know a major ingredient in this developmental process is the “ serve and return ” relationship between children and their parents and other caregivers in the family or community. Young children naturally reach out for interaction through babbling, facial expressions, and gestures, and adults respond with the same kind of vocalizing and gesturing back at them. In the absence of such responses—or if the responses are unreliable or inappropriate—the brain’s architecture does not form as expected, which can lead to disparities in learning and behavior.

The brain’s capacity for change decreases with age.

The brain is most flexible, or “plastic,” early in life to accommodate a wide range of environments and interactions, but as the maturing brain becomes more specialized to assume more complex functions, it is less capable of reorganizing and adapting to new or unexpected challenges. For example, by the first year, the parts of the brain that differentiate sound are becoming specialized to the language the baby has been exposed to; at the same time, the brain is already starting to lose the ability to recognize different sounds found in other languages. Although the “windows” for language learning and other skills remain open, these brain circuits become increasingly difficult to alter over time. Early plasticity means it’s easier and more effective to influence a baby’s developing brain architecture than to rewire parts of its circuitry in the adult years.

Cognitive, emotional, and social capacities are inextricably intertwined throughout the life course.

The brain is a highly interrelated organ, and its multiple functions operate in a richly coordinated fashion. Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development. The emotional and physical health, social skills, and cognitive-linguistic capacities that emerge in the early years are all important prerequisites for success in school and later in the workplace and community.

Toxic stress damages developing brain architecture, which can lead to lifelong problems in learning, behavior, and physical and mental health.

Scientists now know that chronic, unrelenting stress in early childhood, caused by extreme poverty, repeated abuse, or severe maternal depression, for example, can be toxic to the developing brain. While positive stress (moderate, short-lived physiological responses to uncomfortable experiences) is an important and necessary aspect of healthy development, toxic stress is the strong, unrelieved activation of the body’s stress management system. In the absence of the buffering protection of adult support, toxic stress becomes built into the body by processes that shape the architecture of the developing brain.

Brains subjected to toxic stress have underdeveloped neural connections in areas of the brain most important for successful learning and behavior in school and the workplace. Source: Radley et al (2004); Bock et al (2005). Credit: Center on the Developing Child.

Policy Implications

The basic principles of neuroscience indicate that early preventive intervention will be more efficient and produce more favorable outcomes than remediation later in life.
A balanced approach to emotional, social, cognitive, and language development will best prepare all children for success in school and later in the workplace and community.
Supportive relationships and positive learning experiences begin at home but can also be provided through a range of services with proven effectiveness factors. Babies’ brains require stable, caring, interactive relationships with adults — any way or any place they can be provided will benefit healthy brain development.
Science clearly demonstrates that, in situations where toxic stress is likely, intervening as early as possible is critical to achieving the best outcomes. For children experiencing toxic stress, specialized early interventions are needed to target the cause of the stress and protect the child from its consequences.

Suggested citation: Center on the Developing Child (2007). The Science of Early Childhood Development (InBrief). Retrieved from www.developingchild.harvard.edu .

Why Is Early Childhood Education Important?

Early childhood education is a term that refers to the period of time from a child’s birth to when they enter kindergarten, according to Dr. Jessica Alvarado, academic program director for the BA in Early Childhood Development at National University. According to Alvarado, it is an important time in children’s lives because it is when they first learn how to interact with others, including peers, teachers and parents, and also begin to develop interests that will stay with them throughout their lives.

But Alvarado says it’s a common misperception that early childhood education is only about learning basic skills. “It’s so much more than that,” she says. “It’s a time when children learn critical social and emotional skills and a partnership is formed between the child, their parents and the teacher. When this is done successfully, it lays the groundwork for it to continue throughout the child’s education.”

Nations around the world are becoming aware of the importance of early childhood education as well. UNESCO (United Nations Educational, Scientific and Cultural Organization) is an international governing body whose mission is “to contribute to the building of peace, the eradication of poverty, sustainable development, and intercultural dialogue through education.” Here’s what the organization says about the importance of early childhood education:

“Early childhood care and education (ECCE) is more than preparation for primary school. It aims at the holistic development of a child’s social, emotional, cognitive and physical needs in order to build a solid and broad foundation for lifelong learning and wellbeing. ECCE has the possibility to nurture caring, capable and responsible future citizens.”

What Specific Outcomes Does Early Childhood Education Have on a Child’s Future?

The outcomes vary, as Alvarado explains, but all have been positive. “Studies have looked at everything from the broad social benefits of early childhood education, to something as specific as STEM learning outcomes (Science, Technology, Engineering and Math) and how introducing children to these topics early on can have a lasting impact,” she says.

She also stresses the importance of encouraging early childhood educators to really get to know their students and each of their specific interests. “When [teachers] do that, that relationship can really influence the students day to day and build trust — and studies have shown that when children are comfortable and trust the people around them, they learn more quickly and successfully,” she says.

Parental involvement is also a big component of this relationship-building process, and Alvarado says its important for teachers at this level to work closely with the families. “When the partnership between teachers and the family is successful, we see that echoing positively throughout the child’s life,” she explains.

What Is It Like to Work in Early Childhood Education?

According to Alvarado, someone who enjoys working with children and wants to make a lasting impact on their lives will probably be happy with a career in early childhood education. “Helping children to learn and grow is a big part of it, but this field also provides lots of opportunities to grow yourself — not just in your knowledge but overall in your social emotional growth as well. It can help you develop leadership skills and to become a reflective practitioner.”

If you’re interested in pursuing a career in early childhood education, the first step is to earn a bachelor’s degree. In addition to what’s required in your degree program, there may be state or country-specific coursework. Depending upon where you’d like to work, whether in the U.S. or abroad, you should contact the state Department of Education or the country’s Ministry of Education to learn about any location-specific course or licensure requirements.

What Are Some of the Biggest Challenges People Working in Early Childhood Education Face?

Alvarado says that one of the biggest challenges educators face is finding the right balance between working one-on-one with children and managing the larger group as a whole. “For example, if you’re working in a classroom, you could be really focused on learning what a child’s specific interests and needs are — meanwhile you’ve got lots of other children who also need your attention.”

Figuring out how to apply and implement classroom standards can also be an issue for new teachers. “I went a little crazy with making charts in my first year,” she says, “But the longer I was in the field, the more I was able to take a deep breath and realize that I didn’t need to be so hard on myself.”

She recommends that teachers not beat themselves up if they make a mistake. “Don’t try to be perfect,” she says. “It’s more important that you just keep going.”

How Can Teachers Maximize Learning Outcomes for Children at This Age?

In order to get the best outcomes in early childhood education, Alvarado strongly suggests working students’ natural curiosities into lesson plans. “Yes, we want to look at standards,” she says. “Yes, there are boxes we need to check, but a huge part of what we do with young children is looking at their interests and using those interests to better engage them in learning.”

Alvarado explains that teachers can take the topics or subject areas that fascinate individual students and expand on it through in-class or at-home activities. Targeting these areas can help students develop critical thinking skills, allowing them to give more complex answers than “yes” or “no.” To illustrate this technique, Alvarado describes a student who showed a passion for insects. At first, she says she was caught off guard and didn’t know what to do, but then she realized she could use this interest in bugs to engage the child in a number of other subjects besides science. “There could be math in there, language arts — it was really about using the child’s specific interest to open new doors for them.”

Why Should Students Pursue a Career in Early Childhood Education?

Early childhood education is a wide and varied career path. If you enjoy working with children and are willing to put in the work necessary to earn your degree, Alvarado believes you will find it rewarding.

It is also a growing field. According to the Bureau of Labor Statistics, the job outlook for individuals working in early childhood education is strong, with employment of preschool teachers expected to grow 10 percent over the next eight years. In 2017, the median annual salary for preschool teachers was $28,990, with the highest 10% of earners making more than $54,000. The median in California is $36,760. (According to BLS statistics, “median” salary is the midpoint between half of workers who earn more than that amount and half of workers who earn less.)

But a preschool classroom isn’t the only place you can go with your degree. Alvarado started her career in a children’s shelter near San Diego. “It was a 24-hour facility,” she recalls. “The children lived there and went to school on site. Sometimes the site served as a transition between families and foster care.”

Alvarado adds that in addition to finding positions at schools, some of her past students have joined the teams at education-related non-profits — and fell in love with the work they do there.

According to the BLS, the top employers of preschool teachers are:

State, local, and private schools.
Individual and family services.
Religious, grantmaking, professional and similar organizations.
Child day care services.

Other career options are available with additional education in early childhood education.

“[I]f you go on to get your master’s, you can work as an assistant director of an early education program or teach at a community college,” Alvarado says.

According to the United States Department of Education , graduates of early childhood education programs can be qualified for a variety of positions beyond teaching preschool, including:

Family service staff.
Early learning and development programs.
Infant and toddler specialists.
Early intervention specialists.
Early childhood special educators.
Home visitors and related service providers.
Administrators.
Head Start and Early Head Start teachers.

What Makes National University’s Bachelor of Arts in Early Childhood Education (BAECE) Program Stand Out?

Before joining the full-time faculty at National, Alvarado served as an adjunct professor for eight years. What struck her most about the program during her early years at the university was its focus on the students and the commitment level of faculty members.

“My program director called me all the time to check in on how my classes were going,” she says. “He would say things like, ‘We’re thinking of changing something for this class you’re teaching, what do you think?’ He always wanted my input no matter how small of a matter it was.”

National’s BAECE program is aligned with national standards so students can be certain they will graduate with the right set of skills to enter the workplace. You’ll learn from education professionals with first-hand teaching experience, including full-time and adjunct faculty members who are either still teaching in early childhood education or have taught in the field in the past.

“We are eager to share our own experiences with our students. Even in the online classes I’ll bring up examples of what went really well and what didn’t in a classroom setting,” Alvarado says.

Another component of National’s BAECE program that is popular with students is field experience. National students complete approximately five hours of field experience for each class they take. Alvarado explains the field experience learning component is always tied to a specific assignment in class. For example, if an in-class topic is learning how to create lesson plans, a student could then go into an actual classroom to put that concept into practice.

“Students love the field experience,” she says. “It can be a little intimidating at first but afterwards my students always thank me because they see immediately where they are strong and where they need to put in work.”

Alvarado also takes pride in National’s online learning format. “It’s never just read and write,” she says. “There are videos, activities, and discussion boards. My students are never just thinking about what a book says about a topic; we’re always challenging them to think about what it would be like to put it into practice.”

What Are Some of the Most Important Classes in National’s BAECE?

Alvarado cites two examples of classes that, while different from one another, have been critical in giving her students the skills and confidence they need to succeed as early childhood educators.

In Early Cognition , one of the first courses in the program, students learn about the nature and tasks of early cognition including social, cultural, and biological foundations. They also learn how to collaborate with families and staff in supporting active learning environments. Students look at current research implications in brain development and cognition and how they can affect classroom instruction. Students also learn how to use that research to assess a student’s progress.

Play as Pedagogy is a case study class that focuses on play as the primary learning modality for young children. The course reinforces how impactful it can be for teachers to observe children at play. Each week students learn how to design lesson plans on an aspect of play, as well as learn how to explain play as a teaching tool and how to extend it through art, music, and dance.

“It’s a fun course and it’s important to talk about ‘play’ in general when it comes to early childhood education and to look at ‘play’ as education,” Alvarado says.

In addition to the Bachelor of Arts in Early Childhood Education (BAECE) program, National also offers a Master of Early Childhood Education , which teaches students how to evaluate early childhood teaching practices and policies and examine their impact on children, family, schools, and the community. The master’s degree opens up additional career possibilities such as teaching at the college level or directing an early childhood education center or program.

What Role Does Licensure Play in Your Career as an Early Childhood Educator?

As in most teaching careers, additional credentials beyond a related degree are often needed to be employed at a specific type of school or in a specific city, state, or country.

For example, in California, those seeking to become early childhood educators are required to apply for a permit from the state’s Commission on Teacher Credentialing . Permits come in a variety of levels based on job responsibilities (such as if you’ll be supervising others), and, thus, requirements vary for each.

What Does it Mean When a Class is Offered in a Precision Learning Format?

In order to make sure students get the most out of their classes, some (including the aforementioned ‘“play” course) are offered in a “precision learning format.” Precision learning is a personalized way of instructing that allows students to get any support they need early on. Alvarado, who was one of the founders of this learning format, believes this format is critical to a student’s success in the class; they’ll understand how they learn and then can strategize their studying accordingly.

“In a precision learning format, students are given opportunities for learning in a more personalized way,” she explains. “We set it up so they get the help they need, when they need it, and can thrive as a result.”

According to Alvarado, the answer to “why is early childhood education important” lies in the fact these are critical development years. During this time, valuable relationships are formed in children’s lives, and partnerships developed between teachers, peers, and parents.

If you are interested in taking the first step toward a rewarding and in-demand career, please visit the program page for National University’s Bachelor of Arts in Early Childhood Education available on campus and online to learn more. You can also get additional information and speak to an advisor by filling out the Request for Information form on the same page.

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Why Is STEM Important in Early Childhood Education? Understanding Child Development and Learning

A young student holds a machine that he made.

The rise of the digital age has made science, technology, engineering, and mathematics (STEM) education more critical than ever. Early STEM education can promote ongoing academic success, and children who learn STEM concepts throughout their education are better prepared to meet increasingly technology-focused professional requirements.

Though there is little disagreement about the importance of STEM education among educators and lawmakers, US schools continue to face challenges related to providing adequate STEM training, particularly to very young students, and many misconceptions about teaching STEM persist.

Misconceptions About STEM Education

STEM education is not limited to building science and math knowledge. At its core, STEM concepts help children develop new ways of thinking, encouraging curiosity and analysis. Establishing these at an early age (infancy through third grade), when young minds are most malleable, establishes lifelong thinking skills. To understand the benefits of STEM education, it helps to dispel some of the myths surrounding it:

Myth: STEM Emphasis Comes at the Expense of Non-STEM Subjects

In fact, STEM is inextricably linked to other fields of study, and STEM training can enhance learning in other disciplines. For example, research has shown a link exists between science instruction and improvement in literacy, language learning, and executive functioning.

Myth: STEM Equals More Computers in the Classroom

Technology is a component of STEM, and students who engage with STEM subjects gain skills that better prepare them for technology-focused roles; but STEM education is not dependent on digital technology, particularly when teaching young children. Block play, gardening, and puzzles are examples of STEM education, as are visits to museums. It can be done anytime with minimal resources. In many classrooms, a STEM curriculum and play are already present, they just need to be emphasized.

Myth: STEM Training Only Happens in the Classroom

Parents who are aware of the benefits of a STEM curriculum are more likely to be supportive of STEM education and encourage activities in the home that develop STEM concepts. Tools available to parents include mobile apps designed to introduce children to STEM and literacy concepts at an early age. Through the Ready to Learn Initiative, a US Department of Education–funded program, PBS has developed games and apps to help children ages two to eight build literacy and science skills.

Myth: STEM Curriculums Are Only for Certain Students

STEM initiatives still face challenges from outmoded ideas held by some policymakers, parents, and teachers concerning gender and race as they relate to aptitude for subjects such as mathematics. In addition, the belief that STEM is for older students has contributed to funding being concentrated in higher grade levels.

STEM vs. STEAM

Although the importance of STEM education is widely accepted, the growing emphasis on STEM curriculum has generated debate. Concerns that STEM does not adequately encourage creativity and innovation has led some educators to push for a broader approach. Embracing many of the concepts championed by STEM advocates — experiential learning, inquiry, problem solving, process-based learning — STEAM (Science, Technology, Engineering, Arts, and Math) proponents argue that arts education is just as necessary as science, technology, engineering, and mathematics to fully educate students and prepare them for their professional lives.

While there are disagreements over the most effective way to emphasize and integrate individual subjects and concepts, educators on both sides of the STEM vs. STEAM debate share a common goal: moving away from rote memorization and siloed subjects towards a more holistic, project-based curriculum that sparks students’ imagination and develops their real-world skills.

Lifelong Benefits of Early STEM Education

Measuring the impact of a STEM curriculum on early development is difficult, but STEM education has been shown to be a predictor of future academic achievement. For example, a study by researchers at the University of California Irvine found that early math skills were the most consistently predictive measure of future academic success among kindergarten to fifth grade students.

The benefits of STEM education are not limited to a student’s academic career, however. Efforts in the US to improve STEM education have largely been driven by demand from the private sector, where employers have complained about a lack of qualified candidates for technology-focused jobs. The US Bureau of Labor Statistics (BLS) projects 5 percent growth in non-STEM occupations between 2018 and 2028, while the number of STEM-related jobs will grow almost 9 percent, expanding by 10.6 million positions.

Barriers to Better Early STEM Programs

Efforts to improve STEM education in US schools face challenges inside and outside of the classroom. A real or perceived lack of STEM resources along with inadequate training in children’s developmental learning progressions as they relate to STEM can leave teachers feeling anxious or uncertain about their role. STEM programs are less likely to be successful if they lack clear expectations, methods for measuring progress, or cooperation across grade levels.

Linking preschool programs to kindergarten through 12th grade curriculums is a particular challenge in early childhood education. A lack of alignment between preschool and first grade STEM curriculums results in some children being left behind while others repeat material during a crucial period of learning development. Adequate training of preschool educators in teaching STEM concepts is critical, but another discrepancy between preschool institutions and kindergarten through 12th grade schools remains a barrier: compensation. Consider the median annual pay for US teachers as reported by the BLS:

High school teachers: $60,320
Kindergarten and elementary school teachers: $57,980
Preschool teachers: $29,780

Such a pay gap has made attracting and retaining highly trained teachers a perennial challenge in preschool education.

Steps Forward

The responsibility to improve STEM fluency does not lie solely with teachers. Administrators and other educators in leadership positions can advocate for STEM resources in the classroom and guide public policy. Steps that policymakers can take to address the STEM challenge include funding new STEM programs, grants, and advisory councils that promote STEM curriculums. Lawmakers in some states have also tried to address problems facing teachers, providing professional development, salary increases, and incentives for specializing in STEM fields. However, STEM education program funding remains concentrated in kindergarten through 12th grade programs, and particularly in middle schools and high schools, according to the National Conference of State Legislators.

Expanding STEM Expertise

Teaching STEM is not as simple as having knowledge of science, technology, engineering, and mathematics concepts. Educators must understand how to create lessons that integrate underlying STEM concepts into activities appropriate and effective for specific age groups and development levels, a particular challenge when addressing the needs of very young learners.

Educators interested in STEM preparation, staff development, and continuing education can hone their skills through a program such as American University’s online Master of Arts in Teaching program, which focuses on the STEM skills necessary for tomorrow’s most exciting careers. The school’s online Master of Education in Education Policy and Leadership can also be beneficial to educators looking to shape and promote STEM-related policy. Discover other benefits of the programs by requesting information about American University’s MAT degree and MEd in Education Policy and Leadership degree.

EdD vs. PhD in Education: Requirements, Career Outlook, and Salary

Elementary School Leadership: Guiding Early Education

Helping Girls Succeed in STEM

American University School of Education, “STEM vs. STEAM: Why One Letter Matters”

Center for Childhood Creativity, “The Roots of STEM Success”

The Hechinger Report, “Eight Ways to Introduce Kids to STEM at an Early Age”

Institute for Arts Integration and STEAM, “What is STEAM Education?”

The Joan Ganz Cooney Center, “STEM Starts Early: Grounding Science, Technology, Engineering, and Math Education in Early Childhood”

National Conference of State Legislatures, Early STEM Education

UCI News, Kids Skilled Early in Math Do Better in School

US Bureau of Labor Statistics, Employment in STEM Occupations

US Bureau of Labor Statistics, High School Teachers

US Bureau of Labor Statistics, Kindergarten and Elementary School Teachers

US Bureau of Labor Statistics, Preschool Teachers

US Department of Education, Science, Technology, Engineering, and Math, Including Computer Science

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Ask the Expert: Why is a Preschool Education Important? ‘When Children Attend High-quality Pre-K Programs, They Get a Really Great Boost in Early Skills That Set Them Up for Success in Elementary School,’ Says Assistant Professor Michael Little

This is part of the monthly “Ask the Expert” series in which NC State College of Education faculty answer some of the most commonly asked questions about education.

Early childhood is a critical time when a child’s brain is highly impacted by the contexts and environments that surround them. It is for that reason that NC State College of Education Assistant Professor Michael Little, Ph.D. , says a preschool education is important for all students who are able to attend.

“Oftentimes, when children attend high-quality and effective Pre-K programs, they get a really great boost in early skills that set them up for success in elementary school,” said Little, who studies policies and programs that seek to improve early educational outcomes for students with a focus on connections between preschool and early elementary grades.

Decades of research have demonstrated the benefits of preschool, Little said, including a long-term study of an early model Pre-K program that began in the 1960s. Participants in that study, who are now middle aged, have been followed throughout their lives by researchers who have found that those who attended the preschool program demonstrated beneficial outcomes throughout their lives, including having superior health outcomes and being less likely to be incarcerated than those who did not attend preschool.

Studies on scaled up Pre-K programs, including North Carolina’s state-funded Pre-K program, also show that attendance leads to robust benefits for kids that set them up for success in early elementary school grades, Little said.

Despite these initial benefits, Little said that more can be done to help children sustain the academic gains that they make in preschool. Stronger alignment between preschool and the K-12 school system, specifically in kindergarten through third grade, can help prevent “Pre-K fadeout,” a phenomenon in which the early benefits of preschool can diminish in elementary school.

“This is a really critical challenge because, to deliver on the promise and effectiveness of Pre-K, we need to make sure that we’re sustaining the gains of Pre-K throughout elementary school and beyond,” he said. “That means coordinating and creating an aligned system of early learning that builds upon the gains that kids made in Pre-K and sustains them throughout the early grades. This is often referred to as P-3 alignment.”

Little’s own research has demonstrated that school-based preschool programs, which are located within an elementary school rather than in a separate building, could be a crucial element to improving P-3 alignment. When preschools reside in the same location as K-3 teachers, it can create conditions for educators to better collaborate and share student data in order to break down barriers that often exist between the worlds of Pre-K and K-12 learning.

Making sure that preschool and kindergarten teachers are able to communicate and create stronger transition practices from Pre-K to kindergarten can also help support P-3 alignment, Little said.

In addition to helping children to sustain academic gains, P-3 alignment also has the benefit of helping schools to achieve goals of educational equity, as children who attend state-funded preschool programs are often historically marginalized students or students from disadvantaged backgrounds.

“If the effects of Pre-K simply fade away once they enter elementary school, we’re not delivering on the promise of preschool as an equity achieving policy intervention. For us to close achievement gaps and really deliver on the promises of Pre-K, we need to ensure through P-3 alignment that the benefits of Pre-K are sustained,” Little said.

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Why early childhood education is important to you

The first five years of life are the most critical for building the foundations for life-long learning, well-being, and health, and it is critical we have policy reform and investment in quality early childhood education..

By Associate Professor Tricia Eadie, University of Melbourne

Early childhood education and care has received significant attention during the 2019 election campaign, due mainly to major Australian Labor Party announcements about funded three-year-old preschool for all children and a $4 billion overhaul of the childcare subsidy system.

On the surface, these announcements appear to mainly impact families with young children trying to balance return to work with the costs of childcare. However, policy reform in the early childhood sector and investment in quality early childhood education experiences is everyone’s business.

The science of early development has clearly established the first five years of life as the most critical for building the foundations for life-long learning, well-being, and health.

While there is great variation in the environments in which children live and grow, the interaction between young children’s developing brains and the environments in which they learn has significant impact on development.

Research demonstrates the important role of high-quality early childhood learning experiences on children’s development, particularly in the very early years and especially for disadvantaged children who are more likely to be developmentally vulnerable in language and cognitive skills when they enter school.

Equally, the cost-benefit analysis of investment in children’s early years is undeniable. It is almost two decades since Professor James Heckman’s work on the economics of human potential was acknowledged with the Nobel prize in Economics.

However, the early childhood education and care sector is complex and policy reforms need to be bold and take a long-term approach to the future prosperity of Australia.

Redefine your future as a teacher with our acclaimed Master of Teaching .

This means policy needs to be thoroughly informed by the science of early childhood development, be cross-disciplinary – including all health and education services that families and children engage with – and give precedence to evidence-based high quality teaching strategies.

Australia already has strong national frameworks in place for the provision of early childhood education and care which will underpin policy changes. The Early Years Learning Framework and the National Quality Standards guide best practice, principles and outcomes for children.

What Australia has lacked over recent years is a commitment to ongoing and recurrent funding for early childhood education programs from three years old.

For example, universal access to four-year-old kindergarten for all Australian children has been funded on a year-to-year basis for too long. As a community we wouldn’t sit back and accept year-to-year funding for our public schools, and that is because we understand the value of school-based education.

Here is the root of our problem – if we know the first five years are the most critical for later social-emotional wellbeing, academic success and life-long opportunities – then we should be equally, if not more outspoken, about the provision of quality education and care programs in the preschool years, and insist that they are funded with the same long-term commitment as our schools.

Community understanding about what quality education and care looks like in the preschool years is critical here. Early childhood education is not about push-down school curricula. In fact the national policy documents – the learning framework and the national standards by which services are accredited – are absolutely clear here.

Early childhood education programs are most effective when they are play-based and developmentally appropriate. This is best illustrated in the learning and development outcomes for all children expressed in the framework. These are that children:

1. have a strong sense of identity;

2. are connected with and contribute to their world;

3. have a strong sense of wellbeing;

4. are confident and involved learners;

5. are effective communicators.

Educating young children is a specialist area, relying on knowledge of early learning, child development and fostering children’s wellbeing. Quality early childhood education programs are challenging to deliver and longitudinal data from Australia indicates where we need to focus our efforts.

Such important and complex work needs to be acknowledged more by those of us who observe the work of early childhood educators first hand.

Currently Australia ranks below the OECD average in terms of investment in early childhood education, enrolment rates for three and four-year-olds, and the number of hours of early childhood education provided per week.

This has significant implications for Australian children’s access to and participation in early childhood education and care programs. Importantly vulnerable children are more likely to be impacted by government investment decisions like the 2018 changes to the child care subsidy system.

Policies and programs need to be provided to all children and families but with a scale and intensity that is proportionate to their level of need and vulnerability, providing equity of access to all Australian children, wherever they live and whatever their circumstances.

What is clear is that the policy decisions being made now in the context of the upcoming election will have long trajectories for our youngest Australians in 2019. Access and participation in quality early childhood education programs by all 3 and 4-year-old Australian children is the double dividend provided by a childcare subsidy system that enables and encourages women to return to the workforce.

We need to value both these benefits equally. Reducing inequalities in early child development is predicted to produce savings in health and education expenditure across the lifespan of approximately 7-10 per cent return on investment, as well as improving Australia’s economic productivity.

This article was first published on Pursuit . Read the original article .

A version of this article also appears on Election Watch .

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The 10 NAEYC Program Standards

preschooler holds up hands covered in finger paint

NAEYC has set 10 standards for early childhood programs that can help families make the right choice when they are looking for a child care center, preschool, or kindergarten. The standards and criteria are also the foundation of the NAEYC Accreditation system for early childhood programs. To earn accreditation, programs must meet all 10 standards.

Based on research on the development and education of young children, the standards were created with input from experts and educators from around the country. The standards define what NAEYC—the world’s largest organization of early childhood professionals—believes all early childhood programs should provide.

Review this guide to help identify programs that meet NAEYC standards for high-quality programs.

The Standards

Standard 1: relationships, standard 2: curriculum, standard 3: teaching, standard 4: assessment of child progress, standard 5: health.

Standard 6: Staff Competencies, Preparation, and Support

Standard 7: Families

Standard 8: community relationships, standard 9: physical environment, standard 10: leadership and management.

Warm, sensitive, and responsive relationships help children feel secure. The safe and secure environments built by positive relationships help children thrive physically, benefit from learning experiences, and cooperate and get along with others.

What to look for in a program:

Children and adults feel welcome when they visit the program. Teachers help new children adjust to the program environment and make friends with other children.
Teaching staff engage in warm, friendly conversations with the children and encourage and recognize children’s work and accomplishments.
Children are encouraged to play and work together.
Teachers help children resolve conflicts by identifying feelings, describing problems, and trying alternative solutions. Teaching staff never physically punish children.

A well-planned written curriculum provides a guide for teachers and administrators. It helps them work together and balance different activities and approaches to maximize children’s learning and development. The curriculum includes goals for the content that children are learning, planned activities linked to these goals, daily schedules and routines, and materials to be used.

NAEYC and the NAEYC Accreditation system do not prescribe a specific curriculum; programs can design their own or choose a commercially available curriculum that meets NAEYC’s guidelines.

Ask about the program’s curriculum and how it addresses all aspects of child development. The curriculum should not focus on just one area of development.
Children are given opportunities to learn and develop through exploration and play, and teachers have opportunities to work with individual children and small groups on specific skills.
Materials and equipment spark children’s interest and encourage them to experiment and learn.
Activities are designed to help children get better at reasoning, solving problems, getting along with others, using language, and developing other skills.
Infants and toddlers play with toys and art materials that “do something” based on children’s actions, such as jack-in-the-box, cups that fit inside one another, and playdough.

Children have different learning styles, needs, capacities, interests, and backgrounds. By recognizing these differences and using instructional approaches that are appropriate for each child, teachers and staff help all children learn.

Teachers carefully supervise all children.
Teachers provide time each day for indoor and outdoor activities (weather permitting) and organize time and space so that children have opportunities to work or play individually and in groups.
Children’s recent work (for example, art and emergent writing) is displayed in the classroom to help children reflect on and extend their learning.
Teachers modify strategies and materials to respond to the needs and interests of individual children, engaging each child and enhancing learning.

Assessment results benefit children by informing sound decisions, teaching, and program improvement.

Assessments help teachers plan appropriately challenging curriculum and tailor instruction that responds to each child’s strengths and needs. Assessments can also help teachers identify children with disabilities and ensuring that they receive needed services.

The program supports children’s learning using a variety of assessment methods, such as observations, checklists, and rating scales.
Assessment methods are appropriate for each child’s age and level of development and encompass all areas of development, including math, science, and other cognitive skills; language; social-emotional; and physical.
Teachers use assessment methods and information to design goals for individual children and monitor their progress, as well as to improve the program and its teaching strategies.
Families receive information about their child’s development and learning on a regular basis, including through meetings or conferences.

Teaching staff have training in pediatric first aid.
Infants are placed on their backs to sleep.
The program has policies regarding regular hand washing and routinely cleans and sanitizes all surfaces in the facility.
There is a clear plan for responding to illness, including how to decide whether a child needs to go home and how families will be notified.
Snacks and meals are nutritious, and food is prepared and stored safely.

Standard 6: Staff Competencies, Preparation, and Support

Teachers who have specific preparation, knowledge, and skills in child development and early childhood education are more likely to provide positive interactions, richer language experiences, and quality learning environments.

Teaching staff have educational qualifications and specialized knowledge about young children and early childhood development. Ask, for example, how many teachers have Child Development Associate (CDA) credentials, associate’s degrees, or higher degrees.
The program makes provisions for ongoing staff development, including orientations for new staff and opportunities for continuing education.
Teaching staff have training in the program’s curriculum and work as a teaching team.

All families are welcome and encouraged to be involved in all aspects of the program.
Teachers and staff talk with families about their family structure and their views on childrearing and use that information to adapt the curriculum and teaching methods to the families served.
The program uses a variety of strategies to communicate with families, including family conferences, new family orientations, and individual conversations.
Program information—including policies and operating procedures—is provided in a language that families can understand.

The program connects with and uses museums, parks, libraries, zoos, and other resources in the community.
Representatives from community programs, such as musical performers and local artists, are invited to share their interests and talents with the children.
The staff develop professional relationships with community agencies and organizations that further the program’s capacity to meet the needs and interests of children and families.

An organized, properly equipped, and well-maintained program environment facilitates the learning, comfort, health, and safety of the children and adults who use the program.

The facility is designed so that staff can supervise all children by sight and sound.
The program has necessary furnishings, such as hand-washing sinks, child-size chairs and tables, and cots, cribs, beds, or sleeping pads.
A variety of materials and equipment appropriate for children’s ages, skills and abilities is available and kept clean, safe, and in good repair.
Outdoor play areas have fences or natural barriers that prevent access to streets and other hazards.
First-aid kits, fire extinguishers, fire alarms, and other safety equipment are installed and available.

Teacher reading from magazine with another teacher

Effective management and operations, knowledgeable leaders, and sensible policies and procedures are essential to building a quality program and maintaining the quality over time.

The program administrator has the necessary educational qualifications, including a degree from a four-year college and specialized courses in early childhood education, child development, or related fields.
The program is licensed and/or regulated by the applicable state agency.
The program’s written policies and procedures are shared with families and address issues such as the program’s philosophy and curriculum goals, policies on guidance and discipline, and health and safety procedures.
Appropriate group sizes and ratios of teaching staff to children are maintained (for example, infants—no more than 8 children in a group, with 2 teaching staff; toddlers—no more than 12 children in a group, with 2 teaching staff; and 4-year-olds—no more than 20 children in a group, with 2 teaching staff).

Families on NAEYC-Accredited programs

“Valued teachers lead to valued children … Accredited programs tend to attract employees who not only view themselves as educators, they consider themselves child advocates.” — Kate in San Antonio, Texas. Her child attends an NAEYC-Accredited program.

“Choosing a preschool for my first child was somewhat overwhelming, so when you find a program accredited by NAEYC, it adds peace of mind that you’re making a good choice for your child.” — Jen in Torrance, California. Her child attends an NAEYC-Accredited program.

“NAEYC is an organization that can be trusted with the future of my child’s education … That is why I chose an NAEYC-Accredited center—nothing but the best.” — Jennifer in Newark, New Jersey. Her child attends an NAEYC-Accredited program.

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Education at a Glance

Education at a Glance 2024

How does participation in early childhood education and care differ among countries, oecd indicators.

Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD, accession and partner countries. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.

The 2024 edition focuses on equity, investigating how progress through education and the associated learning and labour market outcomes are impacted by dimensions such as gender, socio-economic status, country of birth and regional location. A specific chapter is dedicated to the Sustainable Development Goal 4 on education, providing an assessment of where OECD, accession and partner countries stand in providing equal access to quality education at all levels.

English Also available in: German

Equity in education and on the labour market
https://doi.org/10.1787/c00cad36-en
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In light of the numerous benefits associated with participation in early childhood education and care (ECEC), it has been a growing priority in education policies of many OECD countries. The objective of expanding participation in ECEC aligns with global targets set by the Sustainable Development Goals (SDGs). Specifically, SDG Indicator 4.2 aims to ensure that by 2030, all girls and boys have access to quality early childhood development, care and pre-primary education, thereby preparing them for primary education (UNESCO, 2024[10]). Specifically, SDG Indicator 4.2.2 monitors enrolment rates among children one year before the official primary entry age. This indicator serves as a critical measure to assess the extent to which children are exposed to organised learning activities before they start primary education.

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Author(s) OECD

10 Sept 2024

Tables Chapter B1. How does the participation in Early Childhood Education and Care differ among countries?

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The ultimate guide to anecdotal records in early childhood education.

Anecdotal records in early childhood education are useful to track developmental milestones and behavioral patterns, and are crucial for providing personalized and effective learning experiences.

In this guide to using anecdotal records, we’ll answer questions such as what anecdotal records are, how they differ from other types of records, their importance and practical tips for using them effectively!

Teachers work together to fill out anecdotal records using software.

What are Anecdotal Records in Early Childhood Education?

An anecdotal record is a “detailed descriptive narrative recorded after a specific behavior or interaction occurs,” according to the Institute of Education Sciences.

Anecdotal records inform teachers as they plan learning experiences, provide information to families and give insights into identifying possible developmental delays, the federal agency says.

These records capture real-time insights into a child’s development and learning process to provide a snapshot of his or her progress and challenges. They focus on particular incidents and include details like the date, time, context and direct quotes or actions.

Are Anecdotal Records and Notes the Same Thing?

While they may seem similar, anecdotal records are more structured and purposeful than general notes.

Anecdotal records are concise, factual accounts of observed behavior, whereas notes can be more informal and subjective.

When taking anecdotal records, it’s important to consider word choice , says the National Association for the Education of Young Children.

Statements that begin with words like can’t or doesn’t promote a deficit view and do not support future instructional planning. For example, says NAEYC, the statement “Logan doesn’t identify all his letters” is very different from “Logan identifies the uppercase letters A, B, G, N, L, T, Z.”

Writing what children can do ensures that instructional decisions are grounded in children’s strengths!

Why are Anecdotal Records Important?

Teacher observes young children in the classroom.

Individualized Learning

Anecdotal records help educators tailor their teaching strategies to each child’s unique needs and strengths. By understanding specific behaviors and responses, teachers can create more personalized learning experiences.

Communication with Families

These records provide concrete examples of a child’s development that can be shared with parents during meetings or through regular communication. This fosters a collaborative relationship between educators and families.

Professional Development

Anecdotal records support educators’ professional growth by highlighting areas where they can improve their teaching methods and classroom management skills.

What’s the Difference Between Anecdotal Records and Running Records?

Anecdotal records.

Anecdotal records focus on specific incidents or behaviors. They are brief and concise and their purpose is to capture significant moments.

Running Records

Running records focus on detailed documentation of a child’s behavior over a period of time. They are lengthy and comprehensive and their purpose is to provide a continuous narrative of a child’s activities and interactions.

What’s the Difference Between Anecdotal Records and Cumulative Records?

Anecdotal record.

The nature of anecdotal records is real-time observations and the content is specific incidents.

Cumulative Records

The nature of cumulative records is compilation of various records over time. As for the content, it includes academic performance, health records and standardized test scores.

How Should You Organize Anecdotal Records?

Organization is key to effectively using anecdotal records. Here are some tips:

Digital Platforms: Use software or apps designed for educational record-keeping to store and organize records.
Folders and Files: Create individual folders for each child and subfolders for different areas of development.
Consistent Format: Use a standardized format for recording observations to ensure consistency and ease of analysis.

How to Use Anecdotal Records for Assessments

Anecdotal records can be instrumental in assessing a child’s development. Here’s how:

Identify Patterns: Look for recurring behaviors or themes across different records to gain insights into a child’s progress.
Plan Interventions: Use the data to design targeted interventions and support strategies.
Track Progress: Regularly review records to monitor changes and improvements over time.

Are There Any Disadvantages to Anecdotal Record Keeping?

While anecdotal records are valuable, they do have some limitations.

Documenting observations can be time-intensive, especially in larger classrooms.

Subjectivity also is a concern. Despite best efforts to remain objective, personal biases can sometimes influence what is recorded.

Also remember that single observations may not provide a comprehensive view of a child’s abilities or struggles.

How to Write Anecdotal Records

Writing effective anecdotal records involves a few key steps:

Be Objective: Focus on factual descriptions rather than interpretations.
Include Context: Note the date, time, setting and any relevant background information.
Be Specific: Describe what you observed in detail, including direct quotes or specific actions.
Use Clear Language: Write in simple, straightforward language that is easy to understand.

Example of an Anecdotal Record

Context: During free play time in the block area

Observation:

Behavior: Jamie constructed a tower using 10 blocks.
Action: Jamie said, “Look, I made a tall tower!” and invited two peers to join.
Response: The peers joined Jamie and added more blocks, working collaboratively to build a larger structure.

Simplify Assessments Using Procare!

Anecdotal records are a powerful tool in early childhood education that provide valuable insights that help shape personalized learning experiences and foster stronger communication with parents.

When it comes to early childhood education and foundational learning, it’s important to use an assessment framework that allows you to properly assess the growth and development of the children in your care while communicating goals and milestones with your students’ families.

Vine Assessments by Procare Solutions is an early childhood learning assessments framework exclusively available with Procare’s classroom management capabilities.

With these assessments, you can build student development portfolios and share them with families with daily observations.

Use the student portfolios report to export student assessments for entire rooms at once. Portfolios also can be sent only for students who have progress indicated on their assessments!

Download the “Why Assessments Matter in Early Childhood Education” eBook to learn why assessing children is of the utmost importance. You’ll also get an understanding of how Procare offers an integrated proprietary early childhood assessment that’s aligned with state standards for children from birth to 5 years old at no additional cost!

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ABOUT THE AUTHOR

Leah woodbury.

Leah Woodbury is the head of content at Procare Solutions. Her job includes writing about topics that matter to child care professionals and finding ways to help them do their important work. She’s a mom of two who loves getting updates about what her preschooler is doing during the day via the Procare child care mobile app!

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COMMENTS

Why early childhood care and education matters
Third, educational sciences have revealed that participation in early childhood care and education programmes boosts children's school readiness and reduces the gap between socially advantaged and disadvantaged children at the starting gate of school. From a human rights perspective, expanding quality early learning is an important means for ...
Why Is Early Childhood Education Important for Children?
Early childhood education (ECE) plays a vital role in children's development. It provides a strong foundation for later academic, social, and emotional growth. During these formative years, a child's brain is like a sponge, absorbing new information and experiences at a remarkable rate. According to VeryWellMind, this critical period of brain ...
What Is Early Childhood Education and Why Is It Essential?
Early childhood education (ECE) involves the formal education and care of young children by non-family members in specialized settings before those children start primary school. An early childhood education program typically involves children up to 8 years of age. This type of education is grounded in the understanding that early childhood is ...
Principles of Child Development and Learning and Implications That
For children facing adverse circumstances, including trauma, the buffering effects of caring, consistent relationships—with family and other community members but also in high-quality early childhood programs—are also important to note. 22 This emerging science emphasizes the critical importance of early childhood educators in providing ...
The key reasons why early learning matters
The key reasons why early learning matters. Early Learning Matters Week is a vital opportunity to celebrate the importance of early learning and the work that early childhood educators do. Universal access to high-quality early childhood education and care (ECEC) benefits all young children, but it particularly benefits those at risk of poor ...
What you need to know about early childhood care and education
Early childhood care and education (ECCE), covering the period from birth to 8 years old, is crucial because it leverages a time of significant brain development in children. Quality ECCE can set the foundation for good health, nutrition, learning success, social-emotional development, and economic productivity throughout life.
High-quality early child care and education: The gift that ...
Early childhood programs that are sustained and high quality can have long-lasting impacts on children, preparing them for formal schooling and beyond with the added factor that early education ...
Children's Learning and Development Benefits from High-Quality Early
The majority of children from birth to age 5 in the United States regularly attend early care and education (ECE) programs. There are many types of ECE in the United States. Some are publicly funded, such as the federal Head Start and Early Head Start programs and state-funded pre-kindergarten.
What is Early Childhood Development? A Guide to Brain Development
The Center on the Developing Child created this Guide to Early Childhood Development (ECD) to help parents, caregivers, practitioners, and policymakers understand the importance of early childhood development and learn how to support children and families during this critical stage. Visit " Introducing ECD 2.0 " for new resources that build ...
What research tells us: Why early educators are important
Caregivers who are kind, nurturing, and responsive to children's needs make quality possible. Equally important is intentional planning and ongoing professional development. Professional development is what provides the needed education, information, and strategies to link to quality child care and education.
InBrief: The Science of Early Childhood Development
Content in This Guide. The science of early brain development can inform investments in early childhood. These basic concepts, established over decades of neuroscience and behavioral research, help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society.
Why Is Early Childhood Education Important?
According to Alvarado, the answer to "why is early childhood education important" lies in the fact these are critical development years. During this time, valuable relationships are formed in children's lives, and partnerships developed between teachers, peers, and parents. If you are interested in taking the first step toward a rewarding ...
DAP: Planning and Implementing an Engaging Curriculum to ...
The curriculum consists of the plans for the learning experiences through which children acquire knowledge, skills, abilities, and understanding. Implementing a curriculum always yields outcomes of some kind—but which outcomes those are and how a program achieves them are critical. In developmentally appropriate practice, the curriculum helps ...
Quality Early Education and Child Care From Birth to Kindergarten
High-quality early education and child care for young children improves physical and cognitive outcomes for the children and can result in enhanced school readiness. Preschool education can be viewed as an investment (especially for at-risk children), and studies show a positive return on that investment. Barriers to high-quality early childhood education include inadequate funding and staff ...
Why Is STEM Important in Early Childhood Education? Understanding Child
The rise of the digital age has made science, technology, engineering, and mathematics (STEM) education more critical than ever. Early STEM education can promote ongoing academic success, and children who learn STEM concepts throughout their education are better prepared to meet increasingly technology-focused professional requirements.
Ask the Expert: Why is a Preschool Education Important? 'When Children
Early childhood is a critical time when a kid's brain is highly impacted by the environments that surround them. It is for that reason that NC State College of Education Assistant Professor Michael Little, Ph.D., says a preschool education is important for all students who are able to attend.
The Power of Playful Learning in the Early Childhood Setting
Playful learning leverages the power of active (minds-on), engaging (not distracting), meaningful, socially interactive, and iterative thinking and learning (Zosh et al. 2018) in powerful ways that lead to increased learning. Free play lets children explore and express themselves—to be the captains of their own ship.
Why early childhood education is important to you
1. have a strong sense of identity; 2. are connected with and contribute to their world; 3. have a strong sense of wellbeing; 4. are confident and involved learners; 5. are effective communicators. Educating young children is a specialist area, relying on knowledge of early learning, child development and fostering children's wellbeing.
The Importance of Cognitive Development and How Early Childhood
This means that cognitive development in early childhood is essential. It is in these early years that teachers and parents alike can set the stage for future educational success. Missing this early window can create deficiencies that follow the child into elementary and high school.
What's the Importance of Early Childhood Education?
A child's early years are the foundation for his or her future development, providing a strong base for lifelong learning and learning abilities, including cognitive and social development. Well-established research continues to emphasize the importance of early childhood education as an essential building block of a child's future success.
The 10 NAEYC Program Standards
Standard 1: Relationships. The program promotes positive relationships among all children and adults. It encourages each child's sense of individual worth and belonging as part of a community and fosters each child's ability to. contribute as a responsible community member. Warm, sensitive, and responsive relationships help children feel ...
How does participation in early childhood education and care differ
Specifically, SDG Indicator 4.2 aims to ensure that by 2030, all girls and boys have access to quality early childhood development, care and pre-primary education, thereby preparing them for primary education (UNESCO, 2024[10]). Specifically, SDG Indicator 4.2.2 monitors enrolment rates among children one year before the official primary entry age.
Guide to Anecdotal Records in Early Childhood Education
Download the "Why Assessments Matter in Early Childhood Education" eBook to learn why assessing children is of the utmost importance. You'll also get an understanding of how Procare offers an integrated proprietary early childhood assessment that's aligned with state standards for children from birth to 5 years old at no additional cost!