IELS 2018 Fact Sheet
Long title
International Early Learning and Child Well-being Study
Frequency of data collection
Every 5 years
Schedule
- 2015: framework development
- 2016: instrument development
- 2017 (March to April): item trial
- 2017 (October to December): field test
- 2018 (October to December): main study
- 2019 (January) to 2020 (March): analysis and reporting
Objectives
The purpose of the study is to provide countries with a common language and framework encompassing a collection of robust empirical information and in-depth insights into children’s learning development at a critical age.
Research questions
- How well are children developing the skills they need, for their well-being and ongoing positive outcomes?
- To what extent are children developing a sound balance of cognitive and social-emotional skills?
- How much variation is there in children’s outcomes?
- How are different groups of children faring, such as:
- Boys versus girls?
- Children from different socio-economic backgrounds?
- Children from migrant families?
- Children who speak a home language that is different from that spoken in their ECEC center or school?
- What factors are positively or negatively associated with children’s early learning and development?
Assessment domain(s)
- Emergent literacy
- Emergent numeracy
- Self-regulation
- Socio-emotional skills
Study framework (summary)
Assessment framework
- Cognitive skills
- Emergent literacy
- Emergent numeracy
- Self-regulation
- Social-emotional skills
Contextual framework
- Individual characteristics of each child
- Home environments
- Early childhood education and care (ECEC) experiences
- Use of digital devices
Participating entities
Number
3 countries
List
England, Estonia, United States
Target population and sample (summary)
Target population
All children in care centers/schools at the age of five at the time of the assessment.
Sample
- Per country: 200-220 officially registered ECEC centers or schools
- Across the three countries, almost 7000 children and more than 5,000 parents participated in the study; almost 6,500 staff questionnaires were completed.
Data collection techniques and instruments (summary)
Direct child assessment: via tablet
- Visual and audio materials
- Day 1
- Emergent Literacy
- Self-Regulation - Inhibition
- Self-Regulation - Working memory
- Self-Regulation - Mental flexibility
- Day 2
- Emergent Numeracy
- Empathy - Emotion Identification
- Empathy - Emotion Attribution
Indirect assessment: online (or paper-based, if requested)
- Parent questionnaire
- ECEC staff or teacher questionnaire
Background questionnaires: online (or paper-based, if requested)
- Parent questionnaire
- ECEC staff or teacher questionnaire
Initiator
Study director(s)
Study website(s)
Contact
OECD Early Childhood and Schools
2 rue André Pascal
75775 Paris Cedex 16
E-mail: earlylearning@oecd.org
Sources