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190505 ||| eng |
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|a Shuey, Elizabeth A.
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| 245 |
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|a The Power and Promise of Early Learning
|h Elektronische Ressource
|c Elizabeth A., Shuey and Miloš, Kankaraš
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| 260 |
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|a Paris
|b OECD Publishing
|c 2018
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| 300 |
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|a 100 p
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| 653 |
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|a Education
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| 700 |
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|a Kankaraš, Miloš
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b OECD
|a OECD Books and Papers
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| 490 |
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|a OECD Education Working Papers
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| 024 |
8 |
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|a /10.1787/f9b2e53f-en
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| 856 |
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|a oecd-ilibrary.org
|u https://doi.org/10.1787/f9b2e53f-en
|x Verlag
|3 Volltext
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| 082 |
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|a 370
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| 520 |
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|a Early learning matters and can be strengthened and supported through contexts where children spend much of their time. Strong early learning experiences provide young children with opportunities to enjoy exploring their own interests and growing capabilities. Strong early learning also positively predicts well-being across a range of indicators in adulthood, including general well-being, physical and mental health, educational attainment and employment. Areas of early learning that are of particular importance include: language and literacy; numeracy and other non-verbal cognitive skills; self-regulation; emotional health, social well-being and social and emotional skills. These domains are interrelated, meaning that holistic assessment of a range of skills is necessary to understand well-being in early childhood and its implications for the future. Assessment of early learning provides an essential opportunity to reflect on whether governments, communities, schools and families are supporting the power and promise of early learning as intended
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