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Title page 1

Contents 6

Foreword 4

Acknowledgements 5

What is TALIS Starting Strong? 9

Reader's Guide 10

Executive Summary 20

1. Overview of results from TALIS Starting Strong 2024 for settings for children under age 3 22

Expanding access while enhancing quality in fragmented ECEC systems: Key findings 23

Country- and subnational entity-level insights on fragmentation in ECEC systems and inequalities in children's experiences 29

References 35

2. Key features of early childhood education and care for children under age 3 36

Trends in enrolment, participation gaps and expenditure 38

Governance, organisation and management: A fragmented sector 45

Relationships between the fragmentation of the sector and risks of unequal opportunities among children 57

References 63

3. Supporting meaningful interactions and inclusive practices in early childhood education and care 65

Understanding the composition of groups ECEC staff work with 67

Allocating staff time to support quality practices 72

Building on staff professional beliefs to shape children's development 76

Fostering sensitive, responsive and stimulating staff interactions with children 80

References 89

4. Aligning resources with needs across the early childhood education and care system 91

Introduction 93

Building workforce capacity to meet the needs of children under age 3 93

Strengthening setting resources to provide high-quality services for all children 102

Promoting workforce well-being to retain staff and sustain quality 109

References 122

5. Supporting workforce development and quality improvement in early childhood education and care systems 125

Introduction 127

Supportive environments for staff development across the system 127

Steering the system towards quality through monitoring 142

Continuous child support for seamless ECEC transitions 146

References 150

Annex A. Technical notes on sampling, response rates and adjudication 152

Annex B. Technical notes on analyses in this report 158

Annex C. List of tables available online 169

Annex D. List of TALIS Starting Strong 2024 contributors 174

Tables 8

Table 1. Types of early childhood education and care settings for children under age 3 and their staff in TALIS Starting Strong 2024 13

Table 2. Early childhood education and care staff roles in the TALIS Starting Strong 2024 questionnaire 14

Table 3. Use of different questionnaire types in TALIS Starting Strong 2024 15

Table 1.1. Types of ECEC settings for children under age 3 with higher percentages of more vulnerable children 26

Table 1.2. Types of fragmentation of the ECEC sector and relationships with features of ECEC quality in settings for children under age 3 27

Table 2.1. Legal entitlement to ECEC for children under age 3 41

Table 2.2. Governance and organisation of ECEC systems serving children under age 3 47

Table 2.3. Responsibilities of ECEC leaders, setting staff, governing boards and administrative authorities in ECEC settings for children under age 3 55

Table 2.4. Concentration of children from socio-economically disadvantaged homes by ECEC setting characteristics 60

Table 2.5. Concentration of children with special education needs by ECEC setting characteristics 62

Table 3.1. ECEC staff professional beliefs about preparing children for the future 78

Table 3.2. Practices to support children's social and emotional, early literacy, and early numeracy development in ECEC 82

Table 4.1. ECEC staff professional development needs for supporting vulnerable children by setting characteristics 102

Table 4.2. Inadequate physical resources as barriers to structural quality in ECEC settings attended by vulnerable children 105

Table 4.3. ECEC staff absences and shortages across settings as barriers to quality 108

Table 4.4. ECEC staff satisfaction with salary across setting types 115

Table 4.5. ECEC staff reports of multitasking as a source of stress across setting types 117

Table 4.6. Relationship between leaving the job to work in another sector and job satisfaction 120

Table 5.1. Professional development participation requirements and regulations for ECEC staff 128

Table 5.2. ECEC staff participation in professional development activities 131

Table 5.3. ECEC staff participation in coaching programmes by setting characteristics 135

Table 5.4. Barriers to ECEC staff participation in professional development 136

Table 5.5. Barriers to ECEC staff participation in professional development by setting characteristics 138

Table 5.6. Barriers to ECEC staff participation in professional development by type of support received 141

Table 5.7. External monitoring of structural and process quality of ECEC settings 143

Table 5.8. Monitoring practices in ECEC settings by setting characteristics 144

Table 5.9. Activities undertaken to facilitate children's transitions by ECEC setting characteristics 148

Figures 7

Figure 1.1. Types of ECEC provision for children under age 3 covered in TALIS Starting Strong 2024 25

Figure 2.1. Trends in enrolment rates of children under age 3 in ECEC 39

Figure 2.2. Enrolment rates of children in ECEC by age 40

Figure 2.3. Socio-economic inequalities in ECEC participation among children under age 3 42

Figure 2.4. Total expenditure and government expenditure per child on ECEC for children under age 3 43

Figure 2.5. Average annual change in total expenditure per child on ECEC for children under age 3 44

Figure 2.6. Distribution of ECEC settings by children's age composition 49

Figure 2.7. Distribution of home-based and centre-based ECEC settings 51

Figure 2.8. Size of home-based and centre-based ECEC settings for children under age 3 52

Figure 2.9. ECEC setting provision, management and profit status 53

Figure 2.10. Concentration of children from socio-economically disadvantaged homes in ECEC settings 59

Figure 2.11. Concentration of children with special education needs in ECEC settings 61

Figure 3.1. Age composition of the target group in integrated and non-integrated ECEC settings 69

Figure 3.2. Percentage of children from socio-economically disadvantaged homes in the target group at each ECEC level 71

Figure 3.3. Percentage of children with special education needs in the target group at each ECEC level 72

Figure 3.4. Time spent on activities in centre-based and home-based ECEC settings 75

Figure 3.5. Association between ECEC staff professional beliefs about the importance of developing social and emotional skills... 83

Figure 3.6. Association between ECEC staff professional beliefs about the importance of developing cognitive skills in children and... 84

Figure 3.7. Practices to support pre-verbal children's early literacy, by percentage of children under age 3 in the target group 86

Figure 4.1. ECEC staff roles by provision type 95

Figure 4.2. Years of experience as ECEC staff 96

Figure 4.3. ECEC staff's educational attainment and content of their initial training 98

Figure 4.4. Areas covered by professional development in the 12 months prior to the survey 99

Figure 4.5. ECEC staff professional development needs for supporting vulnerable children 100

Figure 4.6. Physical characteristics of ECEC settings 103

Figure 4.7. ECEC staff absences and shortages as barriers to quality provision in settings for children under age 3 107

Figure 4.8. ECEC staff contractual status by provision type 111

Figure 4.9. ECEC staff working hours by type of provision and employment arrangement 113

Figure 4.10. ECEC staff satisfaction with their terms of employment and salary 114

Figure 4.11. Sources of stress for ECEC staff 116

Figure 4.12. Reasons to leave the ECEC staff role 118

Figure 5.1. Staff participation in professional development activities 129

Figure 5.2. Participation in professional development activities for staff in centre-based and home-based ECEC settings 133

Figure 5.3. Support for ECEC staff participation in professional development activities 139

Boxes 8

Box 2.1. Home-based ECEC provision in participating countries and subnational entities 50

Box 2.2. Definitions of the key contextual and demographic characteristics used in this report 56

Box 4.1. Targeted human and material resource support for settings serving higher shares of vulnerable children 121

Box 5.1. Aligning quality monitoring in home-based and centre-based settings 145

Annex Tables 154

Table A A.1. Adjudication rules for setting or leader data 154

Table A A.2. Adjudication rules for staff data 154

Table A A.3. Settings for children under age 3: Leader participation and recommended ratings 155

Table A A.4. Settings for children under age 3: Staff participation and recommended ratings 155

Table A A.5. Pre-primary education (ISCED level 02): Leader participation and recommended ratings 156

Table A A.6. Pre-primary education (ISCED level 02): Staff participation and recommended ratings 156

Table A C.1. Chapter 2: Key features of early childhood education and care for children under age 3 169

Table A C.2. Chapter 3: Supporting meaningful interactions and inclusive practices 169

Table A C.3. Chapter 4: Aligning resources with needs across the early childhood education and care system 171

Table A C.4. Chapter 5: Policies to reduce quality variation and strengthen continuous improvement 172

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