What aspects of early learning are included?
Key findings in Estonia
Children who were read to often at home scored higher in emergent literacy and social and emotional skills.
Children who played games related to numbers, counting and measuring at home more often scored higher in emergent numeracy.
In social and emotional skills, girls achieved higher results in all areas compared to boys. Results of Russian-speaking children were on average better than Estonian-speaking children’s results.
Russian-speaking girls had higher results in most areas in the study.
Children in Estonia used digital devices the least, while children in the US used them the most.
The use of electronic devices was not associated with poorer outcomes for children.
Children from low socio-economic backgrounds generally had lower cognitive and social and emotional skills. This relationship was weak for children in Estonia.
The parent is the first teacher
- Read to them almost every day
- Ensured there were many children’s books in the home
- Had back-and-forth conversations with them
- Took them to special activities such as dance, swimming or scouts
- Were involved in the ECEC centre or the school they attend.
The Main Study involved three countries – Estonia, the United States and the United Kingdom. Approximately 600 schools and kindergartens, 7000 children aged five, their parents and teachers participated in the main study. More than 2100 children from 200 kindergartens, about 1800 parents and 700 teachers participated in Estonia. In addition, 200 kindergarten coordinators were involved, and the same number of educational staff participated as study administrators. In Estonia, the Main Study was conducted both in Estonian and in Russian. Estonia was the only country that conducts the IELS study in a bilingual form.
- Booklet: Summary of findings IELS Study in Estonia
- Early Learning and Child Well-being in Estonia, OECD Library
- Early Learning and Child Well-being. A Study of Five-year-Olds in England, Estonia, and the United States, OECD Library