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  • Book
  • Open Access
  • © 2016

Early Childhood Policies and Systems in Eight Countries

Findings from IEA's Early Childhood Education Study

  • Highlights key differences and similarities across a range of agreed policy indicators of early childhood education (ECE) policy

  • Provokes dialogue about the inter- and intra-country variations in ECE policy responses and the delivery of ECE systems

  • Identifies patterns and emerging issues in policy and system responses that add value to current and future knowledge creation and policy development

  • Provides evidence on the use of child outcomes data to inform system development and improvement

  • Includes supplementary material: sn.pub/extras

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-xii
  2. Summary of Key Findings

    • Tony Bertram, Chris Pascal
    Pages 1-7Open Access
  3. Introduction

    • Tony Bertram, Chris Pascal
    Pages 9-12Open Access
  4. Public Policy

    • Tony Bertram, Chris Pascal
    Pages 21-42Open Access
  5. Delivery Models and Providers

    • Tony Bertram, Chris Pascal
    Pages 43-63Open Access
  6. Participation and Enrollment

    • Tony Bertram, Chris Pascal
    Pages 65-80Open Access
  7. Supporting Quality in ECE

    • Tony Bertram, Chris Pascal
    Pages 81-127Open Access
  8. Expectations for Child Outcomes, Assessment and Reporting

    • Tony Bertram, Chris Pascal
    Pages 129-137Open Access
  9. Individual Country Profiles

    • Tony Bertram, Chris Pascal
    Pages 139-166Open Access
  10. Final Reflections: Emerging Policy Issues

    • Tony Bertram, Chris Pascal
    Pages 167-177Open Access
  11. Back Matter

    Pages 179-194

About this book

This report provides an overview of policy strategies on early childhood education settings (from birth to primary schooling) in eight countries. Data were collected using a policy questionnaire addressed to and completed by the National Research Coordinator(s) (NRC) of Chile, the Czech Republic, Denmark, Estonia, Italy, Poland, the Russian Federation and the United States. The countries that participated provide interesting illustrations of early childhood education policy in action in a range of diverse contexts. Analysis of the systemic and structural results of ECE policy at national and, where necessary, subnational levels, enables transnational comparisons in policy and systems. Key policy changes, both underway and planned, are documented. These data reveal key findings in each of the five policy areas as covered in the questionnaire and this report: public policy; delivery models and providers; participation and enrollment; quality assurance systems; and expectations for child outcomes. In particular, the study aims to provide meaningful information for countries, states and jurisdictions across the world in relation to early childhood education, mapping the systems, structures and user pathways in place, along with the perceptions of stakeholders about the system, its functioning and impact. This comprehensive assessment of the wider policy contexts and settings for early childhood education includes teacher/practitioner qualifications, pedagogy approaches, and opportunities for professional development. Such information will enable countries to review their early childhood education systems in an international context.

Authors and Affiliations

  • CREC, Centre for Research in Early Childhood CREC, Birmingham, United Kingdom

    Tony Bertram, Chris Pascal

Bibliographic Information

Buy it now

Buying options

Softcover Book USD 59.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access