Peer-reviewed article
The Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study: The scores are in!
Peter D. Moss, Mathias Urban ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This is a colloquium piece in the journal Contemporary Issues in Early Childhood. It responds to the first round of reports from the OECD's International Early Learning and Child Well-being Study. The authors discuss what the results tell us, what they do not, and what might come next. They support comparative studies of early childhood education but argue that this study is not the right approach.
Key points
- This is the fourth colloquium in the journal on the International Early Learning and Child Well-being Study.
- It follows the OECD's publication of reports on the first round of the study.
- The authors discuss what the results tell us, what they do not, and what might come next.
- The authors support the need for comparative studies of early childhood education.
- The authors argue that the International Early Learning and Child Well-being Study is not the way to go.
Limitations
Only the title and a short abstract are available, so the authors' specific arguments, the study results and the countries involved are not described. The country codes come from the metadata hint and are not confirmed in the text.
Abstract
This is the fourth colloquium for Contemporary Issues in Early Childhood on the Organisation for Economic Co-operation and Development’s International Early Learning and Child Well-being Study, and marks the recent publication by the Organisation for Economic Co-operation and Development of reports on the first round of this study. In it, the authors discuss what the results tell us, what they do not and what might come next. They conclude by supporting the need for comparative studies of early childhood education, but argue that the International Early Learning and Child Well-being Study is not the way to go.