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Building Strong Foundations for Life: Results from the 2025 Early Learning and Child Well-being Study
The first five years of a child’s life represent a critical window of opportunity, but also of vulnerability. Strong early skills prepare children to succeed in education and to develop into healthy, well-adjusted adults. But a poor start can hinder these positive trajectories. For countries, few investments yield greater long-term benefits than ensuring that all children acquire solid foundational skills.
The International Early Learning and Child Well Being Study (IELS) provides countries with comparative data on children’s early learning and development. It helps governments understand how early outcomes relate to experiences and environments influenced by early years policies.
The study combines direct and indirect assessments of the foundational learning, executive function and social and emotional skills of five-year-olds in schools and early childhood education and care (ECEC) settings. It also collected information on children’s characteristics, home environments and participation in ECEC from parents and staff.
This report presents the main findings from IELS 2025 and sets the stage for deeper analysis of progress and gaps across children’s learning trajectories.
The International Early Learning and Child Well Being Study (IELS) provides countries with comparative data on children’s early learning and development. It helps governments understand how early outcomes relate to experiences and environments influenced by early years policies.
The study combines direct and indirect assessments of the foundational learning, executive function and social and emotional skills of five-year-olds in schools and early childhood education and care (ECEC) settings. It also collected information on children’s characteristics, home environments and participation in ECEC from parents and staff.
This report presents the main findings from IELS 2025 and sets the stage for deeper analysis of progress and gaps across children’s learning trajectories.
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