Access and quality of early childhood education and care in Europe

2. �Pre-primary education has the highest returns in terms of the social adaptation of children. Member States should invest more in pre-primary education as an effective means to establish the basis for further learning, preventing school drop-out, increasing equity of outcomes and overall skill levels�Commission communication on equity and efficiency (September 2006)

4. Structure of the presentation Short introduction � definitions, research General situation: statistical data and policy Special policy measures for disadvantaged children Conclusion

5. Scope and definitions Discusses only publicly subsidised and accredited provision for children under compulsory school age Defines at risk children ��children with disadvantages stemming mainly from socio-economic, cultural and/or language factors. The need arises from disadvantages attributable to these factors� (OECD) Covers 30 countries of the EU Lifelong Learning programme Refers to year 2006/2007

7. The pre-primary age is an especially sensitive period in children�s development. If it meets certain quality standards The most effective intervention programmes involve � parent education, programmed educational home activities and measures of family support. The current scientific debates emphasise the importance of a balance between different educational approaches. Education programmes for very young children (under 5) should work predominantly in a child-centred, developmental way, whereas programmes for older children between 5 and 6 years may introduce academic subjects in a more planned, teacher-directed curriculum without having negative social-emotional consequences. A later emphasis on academic skills, after a predominantly developmental approach that focused on fostering of social-emotional competence, may even provide better support for the transition to primary school. The pre-primary age is an especially sensitive period in children�s development. If it meets certain quality standards The most effective intervention programmes involve � parent education, programmed educational home activities and measures of family support. The current scientific debates emphasise the importance of a balance between different educational approaches. Education programmes for very young children (under 5) should work predominantly in a child-centred, developmental way, whereas programmes for older children between 5 and 6 years may introduce academic subjects in a more planned, teacher-directed curriculum without having negative social-emotional consequences. A later emphasis on academic skills, after a predominantly developmental approach that focused on fostering of social-emotional competence, may even provide better support for the transition to primary school.

9. ECEC in Europe Separate model services are structured according to the age of the children (<3>). Each type of provision may be dependent on different ministries. Parental employment status is usually the main criterion for access to childcare for children under 2 years old, which shows that the primarily function is childcare. Many countries do not even have any central recommendations or guidelines regarding curricula for the youngest children. Age is the most important determinant of access to pre-primary education. Usually 3 ys. Pre-primary ed for 3-6 year-olds constitutes the first step on the educational ladder. At this level, the mission to educate is clear and overrides the child-minding function related to parental employment. The aim is to prepare children for early learning activities in reading, writing and maths. Unitary: organised in a single phase for all children of pre-school age. Each setting has only one management team for children of all age groups with the same qualifications and salary. These teachers or playgroup leaders are often accompanied by staff belonging to other occupational categories in the field of infant care, such as childminders or nursery nurses. Countries that have the unitary model have, in some form or another, granted all children the right to a place in an educational setting from the earliest age. Separate model services are structured according to the age of the children (<3>). Each type of provision may be dependent on different ministries. Parental employment status is usually the main criterion for access to childcare for children under 2 years old, which shows that the primarily function is childcare. Many countries do not even have any central recommendations or guidelines regarding curricula for the youngest children. Age is the most important determinant of access to pre-primary education. Usually 3 ys. Pre-primary ed for 3-6 year-olds constitutes the first step on the educational ladder. At this level, the mission to educate is clear and overrides the child-minding function related to parental employment. The aim is to prepare children for early learning activities in reading, writing and maths. Unitary: organised in a single phase for all children of pre-school age. Each setting has only one management team for children of all age groups with the same qualifications and salary. These teachers or playgroup leaders are often accompanied by staff belonging to other occupational categories in the field of infant care, such as childminders or nursery nurses. Countries that have the unitary model have, in some form or another, granted all children the right to a place in an educational setting from the earliest age.

15. there is an urgent need to leave behind the continuing but sterile debate on the validity of the two educational models; the main priority is to combine them to achieve the best results for children. Education programmes for very young children (under 5) should work predominantly in a child-centred, developmental way, whereas programmes for older children between 5 and 6 years may introduce academic subjects in a more planned, teacher-directed curriculum without having negative social-emotional consequences. A later emphasis on academic skills, after a predominantly developmental approach that focused on fostering of social-emotional competence, may even provide better support for the transition to primary school there is an urgent need to leave behind the continuing but sterile debate on the validity of the two educational models; the main priority is to combine them to achieve the best results for children. Education programmes for very young children (under 5) should work predominantly in a child-centred, developmental way, whereas programmes for older children between 5 and 6 years may introduce academic subjects in a more planned, teacher-directed curriculum without having negative social-emotional consequences. A later emphasis on academic skills, after a predominantly developmental approach that focused on fostering of social-emotional competence, may even provide better support for the transition to primary school

16. In Europe, 12�% of households is caring for a child under the age of 6. Single parent households with small children constitute on average 9% In average, nearly 17 % of households with a child under the age of 6 lives on the poverty threshold. 17 % of households on the poverty threshold (PL, LT, UK, EE, IT, PT, LU > 20 %) A range of factors can have a negative impact on children�s development and chances of success at school. These include: poverty; belonging to disadvantaged social classes; functional illiteracy and low levels of educational attainment of parents; and religious traditions associated with a cultural life where literacy is not highly regarded. It�s a Combination of factors that leads to serious consequences for child development. 17 % of households on the poverty threshold (PL, LT, UK, EE, IT, PT, LU > 20 %) A range of factors can have a negative impact on children�s development and chances of success at school. These include: poverty; belonging to disadvantaged social classes; functional illiteracy and low levels of educational attainment of parents; and religious traditions associated with a cultural life where literacy is not highly regarded. It�s a Combination of factors that leads to serious consequences for child development.

17. FINANCIAL SUPPORT TO SETTINGS Additional resources Incentives for staff More favourable staff/child ratios