Starting strong

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Starting Strong is a series of studies by the OECD that show the state of early childhood education in the OECD member states. The first study appeared in 2001. Similar to the PISA studies , these studies give an international comparative overview, but unlike PISA they are not based on a performance test of children or schoolchildren. The OECD is currently planning a performance test of 5-year-old children in day-care centers with the IELS (International Early Learning and Well-being Study).

Overview of the individual studies

Starting Strong (2001)

A total of 12 OECD countries took part in the first Starting Strong study: Australia, Belgium (Flemish and French Communities), Czech Republic, Finland, Italy, Netherlands, Norway, Portugal, Sweden, United Kingdom, USA. All countries first took part in a written survey, then visitations took place in all countries, which were summarized together with the survey results in a "Country Note". On this basis, the main result was a comparative report; The aim is not to identify better or bad practices in early childhood education or to work out a ranking, but rather to grasp more precisely the characteristics of similarities and differences. As a result, six key elements of successful early childhood education policy are identified:

  • A systemic and integrated approach to policy and implementation.
  • A strong and equal partnership with the institutions of the education system.
  • Universal access to early childhood education facilities with a special focus on children who need special support.
  • Substantial public investment in facilities and infrastructure.
  • A participant-oriented approach to quality development and improvement.
  • Appropriate training and working conditions for skilled workers in all types of institution.

Starting Strong II (2004)

Only eight countries took part in this study. The report cites the following recommendations for Germany:

  • Comprehensive definition of the field.
  • Develop a long-term development strategy.
  • Expansion of the role of the federal government.
  • Strengthening cooperation between different political levels and areas.
  • Quality development through further and advanced training, specialist advice and other tried and tested quality measures.
  • Increasing the share of public funding.
  • Improving participation and outcomes for children with additional needs.
  • Upgrading the workforce.
  • Improving the relationship between ECEC and school while respecting the independence of both areas.
  • Creation of a consistently learning-related environment in the day-care centers.
  • Expand research on ECEC.
  • Expansion of ECEC in politics and administration.
  • Stimulating exchange with other countries.

Starting Strong III (2013)

Participants in the third Starting Strong study are a total of 31 countries (Australia, Belgium, Chile, Denmark, Germany, Estonia, Finland, France, Ireland, Israel, Italy, Japan, Korea, Luxembourg, Mexico, New Zealand, the Netherlands, Norway, Austria, Poland, Portugal, Sweden, Singapore, Slovak Republic, Slovenia, Spain, Czech Republic, Turkey, Hungary, United Kingdom, USA). Here, too, was initially based on a survey. However, the study is more application-oriented and works with numerous examples in the sense of a best practice approach that aims to provide concrete advice for policy-making. The focus of the third Starting Strong study is on quality development and assurance; this is already clear in the subtitle: "A quality assurance toolbox for early childhood education, care and upbringing". The key message of the study is that early childhood education, care and upbringing (ECEC) can only achieve the numerous potential positive effects if it is of an all-round high quality. Against this background, the study identifies five policy strategies that can promote such quality development:

  • "Set quality goals and legal regulations"
  • "Design and implement curricula and standards"
  • "Improve qualifications, training and working conditions"
  • "Include family and social spaces"
  • "Promote data collection, research and monitoring"

The study identifies challenges for research as the need for more information on the effects of ECEC and cost-benefit analyzes, for research to be broadened, and for a more systematic dissemination of scientific knowledge.

All studies in the series relate to early childhood education, care and upbringing (ECEC), whereby this includes “all care and educational offers for children below school age, regardless of setting, financial resources, opening times and program content” (OECD 2001).

Starting Strong IV (2015)

A total of 24 countries took part in this study (Australia, Belgium, Chile, Germany, Finland, France, Ireland, Italy, Japan, Canada. Kazakhstan, Korea, Luxembourg, Mexico, New Zealand, Netherlands, Norway, Portugal, Sweden, Slovak Republic, Slovenia, Czech Republic, USA, United Kingdom). This report is also based on a written survey. The main focus of the study is on “Quality monitoring of early childhood education, care and upbringing” (subtitle). The quality of the offers, the quality of the staff and the “monitoring of the children's learning progress” are examined. Despite all the differences in the design of monitoring in the participating countries, there are common directions of development:

  • Increase in activities in the field of quality monitoring
  • Optimization of the methods of quality monitoring
  • Overlaying different areas of quality monitoring (quality of the offers, the staff, the level of development of the children)
  • Orientation towards the systems for quality monitoring in primary schools
  • Increasing transparency of the results of quality monitoring through publication.

The report comes to the conclusion that quality monitoring is “complex” and that there are special challenges for each level of quality.

Starting Strong V (2017)

For this study, the number of participating countries could be further increased to a total of 30 (Belgium, Chile, Denmark, Germany, Finland, Greece, Ireland, Italy, Japan, Canada, Kazakhstan, Colombia, Croatia, Luxembourg, Mexico, New Zealand, the Netherlands, Norway, Austria, Poland, Portugal, Sweden, Switzerland, Slovak Republic, Slovenia, Spain, Czech Republic, Turkey, Hungary, United Kingdom). A Country Background Report was prepared for each country by the OECD Secretariat. In addition, a questionnaire was again sent out to all participating States.

The main theme of Starting Strong V is the transition between day care center and elementary school. First of all, the structural framework conditions (“organization and governance”) are considered. Then the continuities of the staff, the pedagogy or the curricula as well as the child development are considered. In summary, recommendations for politics are formulated:

  • More emphasis on preparing schools for children rather than preparing children for school.
  • Eliminate common misconceptions about transitions to take into account that transitions present demanding challenges for many children.
  • Overcoming structural barriers to cooperation and continuity.
  • Promotion of local strategies through clear national guidelines in order to do justice to the diverse life situations of children on site.
  • Integration of the transitions into existing financial support structures.
  • Expand funding for research and monitor transitions.

Overall, the aim is to make the transition from the elementary level of the education system to the primary level as smooth as possible by creating continuities in terms of content and form.

Starting Strong 2017

This study builds on the Starting Strong editions from 2001 and 2004, because there is no specific topic in focus, but general data on the early childhood education systems of the participating countries are again systematized and processed. The aim is to shed more light on the “OECD indicators” on ECEC. Data from 27 countries are included (Australia, Belgium, Chile, Denmark, Germany, Finland, France, Ireland, Japan, Canada, Korea, Luxembourg, Mexico, New Zealand, Netherlands, Norway, Austria, Poland, Portugal, Sweden, Switzerland, Slovak Republic, Slovenia, Czech Republic, Turkey, Hungary, United Kingdom). Starting Strong 2017 presents the framework conditions for ECEC in the various countries, then goes into the inputs (funding, specialist qualifications, working conditions) and the corresponding outputs of the system (accessibility, participation, intensity and curricula). Finally, a look is taken at the long-term effects by highlighting the performance of children at the age of 15, effects on disadvantaged children, effects on health and well-being, and on the labor market participation of mothers. Despite the success of the expansion of ECEC in recent years, the study comes to the conclusion that there are various areas in which there is still a need for action:

  • Improve public funding.
  • Increase the qualifications of skilled workers and improve their working conditions.
  • Involving parents and strengthening the family as a place of education.
  • Development of guidelines and curricula for all ECEC offers.
  • Expansion of offers for children under 3 years.
  • Improving equal access to ECEC for all children, with a special focus on children under 3 years of age.
  • Closing knowledge gaps, particularly on the long-term effects of ECEC.

Web links

Individual evidence

  1. ↑ Starting Strong | READ online. Retrieved June 23, 2018 .
  2. ↑ Starting Strong | READ online. Retrieved June 23, 2018 .
  3. ↑ Starting Strong | READ online. Retrieved June 23, 2018 .
  4. ↑ Starting Strong | READ online. Retrieved June 23, 2018 .
  5. ^ OECD: Starting Strong II - Country Profile Germany. 2004, accessed on June 23, 2018 .
  6. ^ Starting Strong III | READ online. Retrieved June 23, 2018 .
  7. ^ Starting Strong III . May 22, 2013, doi : 10.1787 / 9789264202184-de ( oecd-ilibrary.org [accessed June 23, 2018]).
  8. ^ Starting Strong III | READ online. Retrieved June 23, 2018 .
  9. ^ Starting Strong III | READ online. Retrieved June 23, 2018 .
  10. ^ Starting Strong IV | READ online. Retrieved June 25, 2018 .
  11. ^ Starting Strong IV | READ online. Retrieved June 25, 2018 .
  12. ^ Starting Strong V | READ online. Retrieved June 25, 2018 .
  13. ^ Starting Strong V | READ online. Retrieved June 25, 2018 .
  14. ↑ Starting Strong 2017 | READ online. Retrieved June 25, 2018 .
  15. ↑ Starting Strong 2017 | READ online. Retrieved June 25, 2018 .
  16. ↑ Starting Strong 2017 | READ online. Retrieved June 25, 2018 .