This publication focuses on quality issues in early childhood education and care: it aims to define quality and outlines five policy levers that can enhance it.

Children’s learning, development and well-being are directly influenced by their daily interactions with other children, adults, their families and the environment. This interactive process is known as “process quality”, and leads to a key question – which policies set the best conditions for children to experience high-quality interactions in early childhood education and care (ECEC) settings?

The first years of life lay the foundations for a child’s future development and learning. Reflecting on the important role of early childhood education and care (ECEC) services in providing all children with the skills they need to be successful in school, many countries have increased their ...

For over 15 years, the OECD has been conducting policy analysis and gathering new data on ECEC. For the first time, this report brings together all the key ECEC indicators in one volume.

This review of early childhood education and care (ECEC) in twenty OECD countries describes the social, economic, conceptual and research factors that influence early childhood policy.

The experience of children under age 3 with early childhood education and care (ECEC) is crucial for their learning, development and well-being and for parents’ return to work. Despite increasing recognition of the importance of ECEC for the youngest children, little is known about this sector.

This publication explores how countries can develop and use these systems to enhance service and staff quality for the benefit of child development.

This publication focuses on quality issues in early childhood education and care: it aims to define quality and outlines five policy levers that can enhance it.