A New Form of Early Childhood Education Around the World


“When children are born, they do not know any concept of race, nationality, or citizenship. These are social formations,” says Andreas Schleicher, Director, and Directorate for Education and Skills for the OECD in Paris. Early childhood education and care is the first opportunity to introduce children to the diversity of society, and their experience has shown that ‚Äúthen in life, these attitudes can have a profound influence and attitudes, and their confidence in social institutions.

Early Childhood Education and Care

According to the new OECD report, key OECD indicators on “Strong Start 2017: Early Childhood Education and Care”, some countries are conducting this process well in other countries and as a result, see a “The very slight impact of children’s social and foreign backgrounds on their learning and social outcomes.”, The difference is huge and Schleicher’s study clearly explains the difference educators and parents can make.

Does Early Childhood Education, and Immediate Care or Stop Learning?

What are the best practices? How are international communities doing in terms of children changing from early childhood education to primary school? To learn more about new research on early childhood education around the world, Global Search for Education is pleased to welcome Andreas Schleicher.

Why Do We Pay Our Youngest Children’s Teachers So Much Less Time Than We Pay Our Oldest Children’s Teachers?

Many parents would prefer to spend time with their children. Hence the home school choice. In fact, many children participate in home-based settings and some of them are of excellent quality. But it is very difficult to scale to provide such high-quality settings. Over the past year, we have learned a lot about how children learn and what they learn best at what stage of their development, and how much more difficult it is to educate our youngest children. People’s work is made.

The report calls for better transitions from early childhood education and care schools. How do we change this work in practice?

Why do primary school teachers in the first year teach their pre-primary teachers a lot, which they know very little about?

The simple answer is that we always do it that way. We can do a lot better and that’s important. The first year of life lays the foundation for future skill development and learning and investing in high-quality early childhood education and care pays huge profits in terms of children’s long-term learning and development, especially the most deprived ones. Most countries recognize this, and this is reflected in the steeply rising enrollment and spending figures that our indicators expose.

Why do we pay our youngest children’s teachers so much less than we paid our oldest children’s teachers?

However, the benefits of early learning may fade during the first year of primary school if the transitions between early childhood education and care and primary school education are not well developed, or continuity in quality is not ensured in primary education For so many children, the transition from the last period of early childhood education to the beginning of primary school is the first experience of a major cultural change.


In the people around them, the ways in which they interact, their number of peers, the types of activities they engage in, and their physical surroundings. It often gets complicated by fragmentation in services. Difficulties involving all relevant actors, a weak collaboration between stakeholders, and simply poor knowledge management across institutional boundaries.