The Early Advantage: Building Systems That Work for Young People

• In Event: 45.013 - The Early Advantage: Building Systems That Work for Young Children

Abstract

This study is the second part of a two-part comparative analysis of early childhood education and care (ECEC) systems in selected high-performing countries. Whereas the first part presented detailed case studies of six ECEC systems, this second part is an integrated analysis that consolidates the major findings of the country case studies to pull out cross-cutting insights. Beyond identifying similarities and differences, the comprehensive analysis proposes reasons for the findings, taking into consideration jurisdictional policy and cultural histories as well as regional, social and economic distinctions. An analysis of common and distinct principles, systemic conditions and diverse approaches is presented so that those interested in replicating aspects of the ECEC efforts will be able to consider varied options.

This study addresses a need for high-quality, methodologically rigorous research in the field of ECEC as the pace of change and investment in ECEC change rapidly worldwide. At the same time, there is considerable variation in ECEC quality, equity and sustainability across countries and a need to rethink ECEC policies in the United States along these metrics. The study methodology incorporates a thorough document review of prior ECEC systems studies as well as laws, policies, ECEC frameworks, curriculum and country data for each of the six systems studied. To ensure consistency in data and analysis across country case studies, researchers used a common and piloted protocol, common informant types and a validated analysis process. To produce the second part of the study, an integrated analysis, findings are organized around five key themes, each of which has three sub-themes: strong, stable policy foundations; knowledgeable and supported teachers/families; comprehensive services, coordinating mechanisms; data to drive improvement; and informed, individualized and continuous pedagogy.

Findings organized around these key themes provide valuable lessons for ECEC system development in the United States. Products of this research will include a book-length integrated analysis; a distribution report for more general consumption; a set of policy and practice briefs for each country, as well as a cross-country policy brief; and website and electronic media.

Authors

• Sharon Lynn Kagan, Teachers College, Columbia University

• Rebecca Bull, National Institute of Education - Nanyang Technological University

• Kristiina P. Kumpulainen, University of Helsinki