why is it important in early childhood education

Why early childhood care and education matters

The right to education begins at birth.

But new UNESCO data shows that 1 out of 4 children aged 5 have never had any form of pre-primary education. This represents 35 million out of 137 million 5-year-old children worldwide. Despite research that proves the benefits of early childhood care and education (ECCE), only half of all countries guarantee free pre-primary education around the world.

UNESCO’s World Conference on Early Childhood Care and Education taking place in Tashkent, Uzbekistan on 14-16 November 2022 will reaffirm every young child’s right to quality care and education, and call for increased investment in children during the period from birth to eight years.  

Here’s what you need to know what early childhood care and education.

Why is early childhood care and education important?

The period from birth to eight years old is one of remarkable brain development for children and represents a crucial window of opportunity for education. When children are healthy, safe and learning well in their early years, they are better able to reach their full developmental potential as adults and participate effectively in economic, social, and civic life. Providing ECCE is regarded as a means of promoting equity and social justice, inclusive economic growth and advancing sustainable development.

A range of research and evidence has converged to support this claim. First, neuroscience has shown that the environment affects the nature of brain architecture – the child’s early experiences can provide either a strong or a fragile foundation for later learning, development and behaviours. Second, the larger economic returns on investment in prior-to-school programmes than in programmes for adolescents and adults has been demonstrated. Third, educational sciences have revealed that participation in early childhood care and education programmes boosts children’s school readiness and reduces the gap between socially advantaged and disadvantaged children at the starting gate of school.

From a human rights perspective, expanding quality early learning is an important means for realizing the right to education within a lifelong learning perspective. ECCE provides a significant preparation to basic education and a lifelong learning journey. In 2021, only 22% of United Nations Member States have made pre-primary education compulsory, and only 45% provide at least one year of free pre-primary education. Only 46 countries have adopted free and compulsory pre-primary education in their laws.

How has access to ECCE evolved?

Overall, there has been significant global progress in achieving inclusive and high-quality ECCE. Globally, the ratio for pre-primary education has increased from 46% in 2010 to 61% in 2020. The global ratio for participation in organized learning one year before the official primary school entry age also increased to reach 75% in 2020. However, in low- and lower-middle-income countries, fewer than two in three children attend organized learning one year before the official primary entry age.  Furthermore, the proportion of children receiving a positive and stimulating home environment remains significantly low with only 64% of children having positive and nurturing home environments. Great regional disparities remain the biggest challenges. In sub-Saharan Africa, only 40% of children have experienced a positive and stimulating home learning environment compared to 90% of children in Europe and Northern America.

How has the COVID-19 pandemic impacted ECCE?

The COVID-19 pandemic has had devastating effect on ECCE and amplified its crisis. Young children have been deemed the greatest victims of the pandemic, experiencing the impact of on their immediate families, and because of stay-at-home orders of lockdowns, having been deprived of essential services to promote their health, learning and psychosocial well-being. Some children will start basic education without organized learning experiences to the detriment of their readiness for school. It was estimated that the closure of ECCE services has resulted in 19 billion person-days of ECCE instruction lost with 10.75 million children not being able to reach their developmental potential in the first 11 months of the pandemic.

What are the consequences on foundational learning?

ECCE is a pre-requisite for meeting the right to learn and to develop. In particular, access to pre-primary education is a basis for acquiring foundational learning including literacy, numeracy and socio-emotional learning. Yet, according to the recent estimate, about 64% of children in low- and middle-income countries cannot read and understand a simple story at age 10. The roots of this learning poverty start in ECCE and its lack of capacity to make children ready for school.

What is the situation regarding ECCE teachers and care staff?

As the calls grow for higher quality ECCE provision, teacher shortages and quality has received increasing attention. The number of teachers who received at least the minimum pedagogical teacher training, both pre-service and in-service, increased from 68% to 80% between 2010 and 2020. It is estimated that ECCE services need another 9.3 million full-time teachers to achieve the SDG target . Most Member States have established qualification requirements for ECCE teachers, while far less attention has been focused on ECCE teachers’ working conditions and career progression. The low social status, poor salaries and job insecurity of ECCE teachers and care staff tend to have an adverse impact on attracting and retaining suitably qualified early childhood educators.

What are the policies, governance and financing implications?

It is time for societies and governments to implement relevant policies to recover and transform their ECCE systems. ECCE is seen by many countries as a key part of the solution to a myriad of challenges including social inclusion and cohesion, economic growth and to tackle other sustainable development challenges. According to the 2022 Global Education Monitoring Report, 150 out of 209 countries have set targets for pre-primary education participation by 2025 or 2030. The proportion of countries that monitor participation rates in pre-primary education is expected to increase from 75% in 2015 to 92% in 2025 and 95% in 2030. It is expected that the pre-primary participation rate for all regions will exceed 90% by 2030. In Central and South Asia, East and South-East Asia, and Latin America and the Caribbean, participation rates are expected to be nearly 100%. At the same time, it is projected that participation rates in Northern Africa and Western Asia will be about 77% by 2030.

What are the obstacles to ensuring access to quality ECCE?

• Policy fragmentation: In many countries, ECCE policies and services are fragmented and do not leverage whole-of-government and whole-of-society approaches to addressing the holistic needs and rights of families and their young children. This is particularly challenging for national governments with limited resources, low institutional capacities and weak governance.
• Lack of public provision : Non-state provision of ECCE continues to grow in many contexts, and the role of non-state actors in influencing policy development and implementation is evident. Non-state actors provide a large proportion of places in pre-primary education. In 2000, 28.5% of pre-primary aged children were enrolled in private institutions, and this rose to 37% in 2019, a figure higher than for primary (19%) or secondary (27%) education.
• Insufficient regulation of the sector : Specific regulations and standards for ECCE are not in place in most countries. Regulations usually do not establish quality assurance mechanisms and those that do, tend not to focus on outcomes.
• Chronic underfunding : An average of 6.6% of education budgets at national and subnational levels were allocated to pre-primary education. Low-income countries, on average, invest 2% of education budgets in pre-primary education, which is far below the target of 10% by 2030 suggested by UNICEF. In terms of international aid, pre-primary education remains the least funded sector.

What are the solutions?

Political will and ownership are key to transforming ECCE. UNESCO’s review highlights progress in some countries, giving an indication of what is required to successfully strengthen the capacity of ECCE systems:

• Expanding and diversifying access : Increasing investment and establishing a legal framework to expand ECCE services are essential steps. Innovative ECCE delivery mechanisms such as mobile kindergartens with teachers, equipment for learning and play, have been deployed in some countries to reach remote areas and provide children with pre-primary education.  
• Enhancing quality and relevance : ECCE curriculum frameworks should cover different aspects of early learning and prepare children with essential knowledge, skills, and dispositions to transit smoothly to formal education.
• Making ECCE educators and caregivers a transforming force : For the transformation of ECCE to take place, ECCE educators need to be adequately supported and empowered to play their part.
• Improving governance and stakeholder participation : Countries have adopted different modes of governance. There are generally two systems that are followed, an integrated system and a split system.
• Using funding to steer ECCE development : Strengthening domestic public financing is important for providing affordable ECCE. Since ECCE services are offered by different ministries, there must be a clear demarcation of funding and financing rules for different sectors and different ministries. Innovative financing may include earmarking resources from economic activities and other sources.
• Establishing systems for monitoring and assessing whole-of-child development . System-level action in strengthening the availability and reliability of data obtained from assessments enables efficient and timely monitoring of programmes and child developmental milestones.
• Galvanize international cooperation and solidarity . The World Conference on Early Childhood Care and Education is an opportunity to mobilize existing global, regional, and national networks to increase focus on identifying and sharing innovations, policies and practices.

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November 12, 2020

Early Childhood Education Matters. The Science SAYS It Does

By Matthew Hansen, Managing Editor

Ninety percent.

That’s the giant part of a child’s brain formed by the time she blows out the candles on her sixth birthday cake.

Ninety percent. Those are the first two words that pop into Sam Meisels’s head when the founding executive director of the Buffett Early Childhood Institute at the University of Nebraska is quizzed by a stranger.

Ninety percent is our starting point today, as we consider a basic but key question: Why does quality early childhood education matter, anyway?

In 2020, most Nebraskans tell us in surveys that early childhood education is important to them. To parents, especially, the need for help is obvious: Roughly 75% of all young Nebraska children grow up in homes where all parents work.

But what we may lack is a statewide understanding of just how crucial high-quality early childhood education is, and why.

If you understand its true importance, it’s easier to understand why we need to ensure that every young Nebraskan has access to it. If you understand its true importance, it’s easier to understand why we need to pay early childhood teachers more and end rampant child care shortages in our state. It’s also why we should pay close attention to Thursday’s release of the Nebraska Early Childhood Workforce Commission Report.

In the past half-century, researchers have learned stunning things about how and how quickly the brain develops—science revolutionizing how we view small children and learning. Experts have done decades-long studies on early childhood programs—work suggesting that a toddler’s experiences in early care and education can alter the trajectory of his life.

Not so long ago, we viewed young children as blank slates who didn’t need to learn much before entering Kindergarten. Now we know that stimulating brain growth long before Kindergarten can have a massive impact on her future education, her future earnings, and even her future health.  

This shift in thinking began where we started today: 90 percent of a child’s brain is formed by the time he turns 6.

Starting the moment you are born, a million neural connections form each second in all parts of the brain, says Dr. Jack Shonkoff, director of Harvard University’s Center on the Developing Child. That insanely rapid early brain growth builds “the foundation of who we will become as people.”

The growth of new connections slows rapidly before puberty. Rewiring existing connections also gets tougher with each passing year. That’s why it is much easier to learn a new language at age 7 than age 77.

“It’s more efficient, both biologically and economically, to get things right the first time than to try to fix them later,” Meisels says.

So, how do we get things right the first time?

There are many ways. High-quality early childhood education can happen in a home, at a school, or an early childhood center.

But no matter how it is delivered, a mountain of research shows that good early education can change the lives of young children—especially young children growing up in poverty.

Consider the Perry Preschool Project, a 1960s study that provided free preschool to a group of Michigan 3- and 4-year-olds from low-income homes. Experts then studied those who got early education, and those who didn’t, until the 3- and 4-year-olds were middle aged.

The kids who received quality early childhood education were less likely to be enrolled in special education classes; more likely to become good junior high students; and far more likely to graduate from high school.

Fascinatingly, the gains seemingly made at age 3 or 4 continued right on into adulthood.

Four times as many Perry preschoolers as non-preschoolers ended up making a living wage. Triple the number of Perry preschoolers ended up owning their own home. Twice as many avoided welfare.

The Perry preschoolers had fewer teenage pregnancies. They got divorced less. Fewer ended up in prison.

Researchers have seen similar, eye-popping results from decades-long studies that followed early childhood students in Illinois and North Carolina. The North Carolina study even showed that young children who received quality early childhood education actually ended up healthier as adults, with lower rates of heart disease and diabetes for men, and better mental health for women.

Knowing all this, it’s easy to see why James Heckman, the famed, Nobel-winning economist, views quality early childhood education as a better investment than the stock market. Other experts have calculated that every dollar we spend on early childhood education gets us back an average of $4—and as much as $13 in the case of at-risk children. Why? Because we spend less down the road on social safety net programs, special education, and even prison cells. And because a well-educated young child tends to turn into a well-educated young adult who tends to turn into an employed, taxpaying American.

Early childhood education is no magic bullet, no cure-all for everything that ails our state and country.

But the people who have studied it the longest, and those working at the cutting edge of brain development, tend to view early childhood education as the single best way make our future better than our present.

Nebraskans already understand this at a gut level. Public opinion polling in our state shows that a strong majority of Nebraskans—Republicans, Democrats, and Independents—support early childhood education. We care about families. We care about children. We want to help build that better future.

The groundwork is already being laid to do just that by improving early childhood education in this state. Schools, nonprofits, and small towns are building up their own early childhood offerings. Businesses are working to solve child care shortages for their employees. The Nebraska Early Childhood Workforce Commission is offering a potential statewide path forward.

And now, with a little understanding of the science behind early childhood’s value, you can help.

Ninety percent. That’s how much of a child’s brain is formed by age 6. Tell your friends, your neighbors, your brother-in-law, your elected representatives, anyone who asks why early childhood education matters. Because it most certainly does.

Matthew Hansen, the managing editor of the Buffett Early Childhood Institute at the University of Nebraska, is an award-winning journalist tasked with telling the stories of the Institute's work and early childhood care and education in Nebraska and beyond.

His columns can be read at  https://buffettinstitute.nebraska.edu/news-and-events/early-years-matter . 

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Science shows that life is a story for which the beginning sets the tone. That makes the early years of childhood a time of great opportunity, but also great risk. 

Children’s brains are built, moment by moment, as they interact with their environments. In the first few years of life, more than one million neural connections are formed each second – a pace never repeated again. The quality of a child’s early experiences makes a critical difference as their brains develop, providing either strong or weak foundations for learning, health and behaviour throughout life.

In the first few years of life, more than one million neural connections are formed each second – a pace never repeated again. 

Early childhood offers a critical window of opportunity to shape the trajectory of a child’s holistic development and build a foundation for their future. For children to achieve their full potential, as is their human right , they need health care and nutrition, protection from harm and a sense of security, opportunities for early learning, and responsive caregiving – like talking, singing and playing – with parents and caregivers who love them. All of this is needed to nourish developing brains and fuel growing bodies. 

For many millions of the world’s most disadvantaged children – including children living in poverty or affected by conflict and crisis, children on the move, children belonging to communities facing discrimination, and children with disabilities – we are often missing this window of opportunity.  

Millions of children are not receiving the nutrition or health care they need, growing up exposed to violence, polluted environments and extreme stress. They miss out on opportunities to learn and are deprived of the stimulation that their developing brains need to thrive. Their parents and caregivers struggle to get the time, resources and services necessary to provide their children with nurturing care in these contexts.  

When children miss out on this once-in-a-lifetime opportunity, they pay the price in lost potential – dying before they have a chance to grow up, or going through life with poor physical and mental health; struggling to learn and, later, to earn a living. And we all pay the price. Failing to give children the best start in life perpetuates cycles of poverty and disadvantage that can span generations, undermining the strength and stability of our societies. 

Explore topics in early childhood development

When we give children the best start in life, the benefits are huge, for every child and for the societies we share. Providing early childhood development (ECD) interventions to all young children and families is one of the most powerful and cost-effective equalizers we have at our disposal, to ensure that the most vulnerable children can reach their full potential.

Support for parenting

Because parents and caregivers are the most important providers of nurturing care in early childhood, UNICEF works to ensure they have the time, resources and services they need to provide it. We offer information and resources directly to parents , and also work with service providers and employers to offer support for parenting, from family-friendly workplaces and childcare, to child benefits for families and support for caregivers’ well-being.

Support to governments and partners

Promoting children’s optimal development involves coordinated efforts across health, nutrition, education, child protection and social protection systems, and beyond. UNICEF works with governments, businesses, civil society and academia to strengthen these systems so that children receive the services required for their developmental needs – and to make sure that the institutions that shape the lives of children and families work together to create a supportive environment for them. 

Early childhood development in emergencies

For young children in humanitarian and fragile settings, access to ECD services is a matter of life and death. UNICEF advocates with governments, donors and other partners to ensure that ECD is treated – and funded – as a priority in all humanitarian action, including in protracted crises. We also work with partners to provide essential ECD services – from health and nutrition to play and early learning opportunities – to meet the needs of children and caregivers during emergencies. 

Tracking early childhood development

Data and evidence on ECD are essential to identifying the children at greatest risk of not achieving their full potential, improving and targeting services, and making the case for adequate investments in young children and their families. UNICEF works with governments and other partners to monitor ECD and create measurement tools that help close the gaps in our knowledge of young children’s development. 

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Research and data

InBrief: The Science of Early Childhood Development

This brief is part of a series that summarizes essential scientific findings from Center publications.

Content in This Guide

Step 1: why is early childhood important.

• : Brain Hero
• : The Science of ECD (Video)
• You Are Here: The Science of ECD (Text)

Step 2: How Does Early Child Development Happen?

• : 3 Core Concepts in Early Development
• : 8 Things to Remember about Child Development
• : InBrief: The Science of Resilience

Step 3: What Can We Do to Support Child Development?

• : From Best Practices to Breakthrough Impacts
• : 3 Principles to Improve Outcomes

The science of early brain development can inform investments in early childhood. These basic concepts, established over decades of neuroscience and behavioral research, help illustrate why child development—particularly from birth to five years—is a foundation for a prosperous and sustainable society.

Brains are built over time, from the bottom up.

The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences affect the quality of that architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow. In the first few years of life, more than 1 million new neural connections are formed every second . After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient. Sensory pathways like those for basic vision and hearing are the first to develop, followed by early language skills and higher cognitive functions. Connections proliferate and prune in a prescribed order, with later, more complex brain circuits built upon earlier, simpler circuits.

The interactive influences of genes and experience shape the developing brain.

Scientists now know a major ingredient in this developmental process is the “ serve and return ” relationship between children and their parents and other caregivers in the family or community. Young children naturally reach out for interaction through babbling, facial expressions, and gestures, and adults respond with the same kind of vocalizing and gesturing back at them. In the absence of such responses—or if the responses are unreliable or inappropriate—the brain’s architecture does not form as expected, which can lead to disparities in learning and behavior.

The brain’s capacity for change decreases with age.

The brain is most flexible, or “plastic,” early in life to accommodate a wide range of environments and interactions, but as the maturing brain becomes more specialized to assume more complex functions, it is less capable of reorganizing and adapting to new or unexpected challenges. For example, by the first year, the parts of the brain that differentiate sound are becoming specialized to the language the baby has been exposed to; at the same time, the brain is already starting to lose the ability to recognize different sounds found in other languages. Although the “windows” for language learning and other skills remain open, these brain circuits become increasingly difficult to alter over time. Early plasticity means it’s easier and more effective to influence a baby’s developing brain architecture than to rewire parts of its circuitry in the adult years.

Cognitive, emotional, and social capacities are inextricably intertwined throughout the life course.

The brain is a highly interrelated organ, and its multiple functions operate in a richly coordinated fashion. Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development. The emotional and physical health, social skills, and cognitive-linguistic capacities that emerge in the early years are all important prerequisites for success in school and later in the workplace and community.

Toxic stress damages developing brain architecture, which can lead to lifelong problems in learning, behavior, and physical and mental health.

Scientists now know that chronic, unrelenting stress in early childhood, caused by extreme poverty, repeated abuse, or severe maternal depression, for example, can be toxic to the developing brain. While positive stress (moderate, short-lived physiological responses to uncomfortable experiences) is an important and necessary aspect of healthy development, toxic stress is the strong, unrelieved activation of the body’s stress management system. In the absence of the buffering protection of adult support, toxic stress becomes built into the body by processes that shape the architecture of the developing brain.

Policy Implications

• The basic principles of neuroscience indicate that early preventive intervention will be more efficient and produce more favorable outcomes than remediation later in life.
• A balanced approach to emotional, social, cognitive, and language development will best prepare all children for success in school and later in the workplace and community.
• Supportive relationships and positive learning experiences begin at home but can also be provided through a range of services with proven effectiveness factors. Babies’ brains require stable, caring, interactive relationships with adults — any way or any place they can be provided will benefit healthy brain development.
• Science clearly demonstrates that, in situations where toxic stress is likely, intervening as early as possible is critical to achieving the best outcomes. For children experiencing toxic stress, specialized early interventions are needed to target the cause of the stress and protect the child from its consequences.

Suggested citation: Center on the Developing Child (2007). The Science of Early Childhood Development (InBrief). Retrieved from www.developingchild.harvard.edu .

Related Topics: toxic stress , brain architecture , serve and return

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Reports & Working Papers : From Best Practices to Breakthrough Impacts

Briefs : InBrief: The Science of Neglect

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Reports & Working Papers : The Science of Neglect: The Persistent Absence of Responsive Care Disrupts the Developing Brain

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The 13 Key Benefits of Early Childhood Education: A Teacher’s Perspective

• AZ Early Childhood Network
• September 10, 2015

When children are young, they are learning sponges. Every new experience, every word they learn, every behavior they adopt, is an investment in a more fruitful future.

You can never have a greater impression on a person than when they are in their early childhood years.

Most parents have always inherently understood this and the Government is starting to catch up.

President Obama agreed in his 2013 State of the Union address. Study after study after study reaches the same conclusion: early childhood education has a tremendous impact on life outcomes. Yet only 51% of 3-and-4 year olds in the US are enrolled in full-day preprimary programs , with no improvement in the last 15 years.

Early childhood education is about honing and molding the holistic child, which will eventually form the basis of their lifelong journey.

From my professional experience of more than 35 years as a preschool teacher, I have identified 13 essential benefits of early childhood education:

1. Socialization:

Socialization with people other than the child’s family in a safe environment is an essential foundational element to the below areas.

As parents, we intuitively understand that it’s important to introduce our children to other children and support their transition into their own friendship groups.

The earlier we do this, the better, as it helps children overcome shyness and gain self-confidence. If we leave this too long, we actually hinder their social development.

2. Concept of Cooperation:

Learning how to share, cooperate, take turns and persevere within a safe learning environment, guided by professionals who have the children’s best interests at heart.

This is especially important for the first child, who may not be used to sharing with their siblings at home – while it can be a difficult lesson, it’s so crucial to learn it early.

3. Encouraging Holistic Development:

The approach taken to build a strong foundation for a child’s emotional, social, physical and mental development, which will prepare them for a lifetime.

Early childhood educators are trained in identifying areas where support is needed for each child and building programs and activities around these. Their peers are also extremely important in this regard, as preschoolers are usually helpful, cooperative and inclusive.

4. Enthusiasm for Lifelong Learning:

Lessons should be given in a fun and exciting way that will encourage children to be effective learners. We need to inspire a thirst for learning with eagerness and enthusiasm.

Love of education- for reading, learning, discovery, nature- takes root in preschool.

5. Convey the Value of Education Through Experience:

Grasping the value of learning and education by setting an example as role models and by providing actual experiences.

While parents will always be the most important influence on a child’s early life, introducing them to a preschool environment provides them with a new perspective on the importance of education that will remain with them throughout their schooling journey. It also demonstrates that you value their education highly.

6. Respect:

Teaching the value of respect for others. This is not limited to people and belongings, but can also mean respect for their environment, both immediate and global.

There is no better place to learn this virtue than in a hectic preschool environment, where everything is shared and civility and manners are both taught and learned organically.

7. Teamwork:

Demonstrating and instilling the importance of teamwork that can teach respect for the opinions of others, listening, cooperation and equality.

Many preschool activities are centered around teamwork for this very reason; a person who learns how to work in a team at an early age will ultimately be more socially attuned and more employable!

8. Resilience:

It’s important that early childhood educators and parents work together to develop resilience in children as early as possible. By creating a consistent, secure and fair social environment, with clear expectations and predictable consequences, children can develop skills in managing themselves and their emotions.

It’s a teacher’s job to provide a challenging environment where children can learn through first hand experiences. They may experience bumps, bruises or losing a game from time-to-time, but this is the foundation for building coping strategies for greater challenges in life.

9. Concentration:

During preschool years, children explore at every opportunity to discover new experiences, new friends and new environments. Their minds are so lively and imaginative.

As early childhood educators we need to balance this zest with the ability to listen, follow directions, attend to tasks and participate in group activities to develop the critical life skill of concentration.

10. Patience:

Every day as adults, we encounter situations where our patience is tested. Children need opportunities to be involved in an abundance of social experiences, where they can explore and practice the social skill of patience.

By teaching through examples, role modeling and social experiences, children are able to develop their patience and learn to wait for their turn. Examples from the preschool setting include sharing a teacher’s attention, a toy, the playground or waiting in line for a game.

12. Confidence and Self-Esteem:

This is critical. A strong sense of wellbeing provides children with confidence, optimism and self-esteem which will encourage children to explore their talents, skills and interests.

Positive interactions with other children and teachers will promote a positive, healthy and secure view of themselves that will allow them to approach situations and problems confidently throughout their lives.

13. Exposure to Diversity:

Valuing difference and diversity are crucial to a child’s early development. Early childhood education serves to guide children to appreciate and accept differences and become well-rounded contributors to society.

It is important that children understand that everyone is unique and special in their own way with their own culture, beliefs and ethnicity.

Preschool is so much more than playing. While the basic educational benefits of preschool (such as literacy and numeracy) are tangible, the advances children achieve towards becoming well-rounded individuals are truly invaluable.

Please don’t let your child miss out on this once-in-a-lifetime opportunity.

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The Importance of High-Quality Early Childhood Education for Children and the Economy

• Lisa A. Nelson
• Michelle Volpe-Kohler

Early childhood education (ECE) has received increased attention since the pandemic given the impact of closures on children and families. Among other ways, access to high-quality ECE can affect the economy by supporting families' participation in the economy and paving the way for children to reach their full potential.

The views expressed in this report are those of the author(s) and are not necessarily those of the Federal Reserve Bank of Cleveland or the Board of Governors of the Federal Reserve System.

Early childhood education (ECE) can affect the economy in a variety of ways; for example, by allowing more parents of young children to participate in the labor force. It also can help prepare young children for future success in school, potentially impacting their longer-term educational trajectories and, by extension, the future US workforce. ECE, which refers to a range of programming for children prior to reaching school age (five years old), has received increased attention since the pandemic given the impact of closures—some temporary, some permanent—on children and families. 

The state of childcare in the US is complex. The challenges for families can include affordability, accessibility, and quality. One specific issue that ECE programs face is maintaining a stable workforce. Recent research  by the Cleveland Fed finds that “turnover among US childcare workers was about 65 percent higher than turnover in the median occupation in 2022, which creates challenges for the broader workforce.” In addition, the study finds that “currently, the number of childcare workers remains below prepandemic levels.” To help shed light on the importance of ECE and the childcare landscape in the Cleveland Fed’s district (Ohio, parts of Pennsylvania, Kentucky, and West Virginia), we talked to Jamie Remp . She’s a Cleveland Fed Community Advisory Council member and executive director of King's Daughters Childcare Center in West Virginia, and she shares below some of her experiences with running a childcare center.

Why is ECE important to the community that you serve and, more broadly, in the US?

Jamie: Research shows that the economy reaps the rewards when communities have quality ECE. Children who attended high-quality ECE programs are less likely to require remedial education or special services later, saving taxpayer dollars. Access to reliable childcare allows parents, particularly mothers, to participate in the workforce, boosting the economy. Early childhood programs encourage community engagement and parent support networks and can lead to stronger, more resilient communities.

In West Virginia, where I am based, 41 percent of children under six years old do not have access to childcare . So it’s a struggle to maintain access as well as high-quality standards.

How did the pandemic affect you or the services your organization provides?

Jamie: Pre-pandemic, ECE programs faced challenges such as finding quality teachers who would work for lower wages, high operating costs to meet licensing requirements, and a never-ending list of families in need of childcare. When the pandemic hit, thousands of programs had to close their doors; some closures were temporary, but others were permanent. Families were left scrambling to find alternate childcare options and businesses were struggling with employees unable to work.

Since the pandemic, our program has experienced much longer gaps in filling positions. The average turnaround time to hire one qualified staff member is almost six months. Hiring new staff requires background checks and training before a teacher can be placed in a classroom. Delays in hiring lead to the inability to enroll students—and even classroom closures—until teachers can be hired and trained.

In my experience, childcare staff often do the job of multiple people to keep their programs running. For instance, as executive director of a childcare program, I oversee the finances, grant-writing and fundraising, project management, and maintenance of the center, and often I am filling in the gaps where we are short on staff. The teachers at our center not only create and follow lesson plans for the children, but they also clean their classrooms and toys; do laundry (blanket, sheets, and towels); feed the children breakfast, lunch, and snacks; monitor naptime; and write up a daily newsletter for each child to communicate with parents.

What is high-quality ECE and why do you think it has an impact on children and your local economy?

Jamie: High-quality ECE programs have qualified and experienced teachers, lower student-teacher ratios, a stimulating learning environment, and a lot of family engagement and communication. During the crucial years from birth to age five, these programs can heavily impact the economic, health, and social outcomes for both individuals and society.

The findings of a study carried out by Professor James J. Heckman indicate that every dollar invested in high-quality, birth-to-five early childhood programs can deliver a 13 percent return on investment. This figure represents the highest rate of economic return of any workforce development initiative. The study analyzed several life outcomes throughout participants’ childhood and adulthood, including income, IQ, schooling, health, crime, and mothers’ incomes after returning to work through access to childcare.

Other research points to enhanced cognitive development in kids such as better memory and improved problem-solving abilities, as well as stronger social and emotional skills such as conflict resolution and empathy. High-quality childcare programs can also improve school readiness and narrow achievement gaps to the benefit of children from disadvantaged backgrounds.

The bottom line

The benefits of high-quality ECE for children and families can be wide-ranging, from stronger problem-solving skills in kids to helping to build more resilient communities. Access to high-quality ECE can support families’ participation in the economy and can pave the way for children to reach their full potential, contributing to a stronger economy for everyone.

Related resources

• CD Report: Using Worker Flows to Assess the Stability of the Early Childcare and Education Workforce, 2010-2022 (Cleveland Fed)
• Economic Commentary: Increasing the (Female) Labor Supply (Cleveland Fed)
• FedTalk: Access to Childcare and Labor Market Participation (Cleveland Fed)
• Why Equitable Access Matters to the Economy (Fed Communities)
• Examining Teacher Turnover in Early Care and Education (Minneapolis Fed)
• Early Childhood Development (Minneapolis Fed)

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• About Early Care and Education
• Making Changes in ECE
• Public Health Strategy
• ECE Data and Statistics
• What Others Are Doing
• Early Care and Education Resources

Advancing Farm to ECE

Advancing Early Child Nutrition in ECE

• ECE State Licensing
• High-Impact Obesity Prevention Standards

Early Care and Education Overview

At a glance.

About 3 in 5 children up to age 5 are in a nonparental childcare arrangement at least one time a week. Early care and education (ECE) facilities are ideal places to encourage healthy eating and physical activity. These practices help build a foundation of healthy habits and can help prevent obesity. CDC is working with states to strengthen their ECE standards and help community providers meet those standards.

Why it matters

If current trends continue, more than half of today’s children and adolescents will have obesity by age 35. Obesity during childhood can put children at risk for physical conditions such as type 2 diabetes, high blood pressure, and liver disease. Obesity can also lead to issues such as being bullied and having low self-esteem and anxiety.

One in 8 U.S. children aged 2 to 5 (nearly 13%) have obesity. Young children who are overweight in kindergarten are four times more likely to have obesity by 8th grade than those who are not overweight in kindergarten.

Starting healthy routines for good nutrition and physical activity in early childhood influences children's growth. Early feeding practices are important for the healthy growth of infants and toddlers. Both a healthy diet and physical activity are linked to better brain development.

Millions of children potentially reached

Of children up to age 5 who are not yet in kindergarten, about 3 in 5 are in a nonparental childcare arrangement at least one time a week. This represents 12.5 million children.

What CDC is doing

To improve nutrition and increase physical activity in ECE settings, CDC's Division of Nutrition, Physical Activity, and Obesity:

• Tracks state progress to help partners and practitioners improve children's nutrition and physical activity.
• Funds programs to help childcare providers adopt obesity prevention best practices and encourage family involvement.
• Develops tools and resources to guide national, state, and local partners.
• Partners with national organizations, states, communities, and other key partners.

CDC works in partnership with Nemours Children's Health to improve and expand nutrition and physical activity in ECE using CDC's Spectrum of Opportunities Framework .

CDC also partners with the Association of State Public Health Nutritionists to provide technical assistance to states and communities. This work is focused on developing sustainable, equitable, and comprehensive Farm to ECE initiatives.

By the numbers

Since 2014, a total of 47 states have increased the number of High-Impact Obesity Prevention Standards in their ECE licensing regulations.

The average number of obesity prevention standards fully met in state licensing regulations for ECE centers increased from 6 in 2014 to 15 in 2022.

How is your state doing?‎

Potential activities for state and local organizations

Early Care and Education

Early care and education practices can support healthy eating and physical activity when children are young and perhaps for a lifetime.

For Everyone

Public health.

Why Is STEM Important in Early Childhood Education? Understanding Child Development and Learning

The rise of the digital age has made science, technology, engineering, and mathematics (STEM) education more critical than ever. Early STEM education can promote ongoing academic success, and children who learn STEM concepts throughout their education are better prepared to meet increasingly technology-focused professional requirements.

Though there is little disagreement about the importance of STEM education among educators and lawmakers, US schools continue to face challenges related to providing adequate STEM training, particularly to very young students, and many misconceptions about teaching STEM persist.

Misconceptions About STEM Education

STEM education is not limited to building science and math knowledge. At its core, STEM concepts help children develop new ways of thinking, encouraging curiosity and analysis. Establishing these at an early age (infancy through third grade), when young minds are most malleable, establishes lifelong thinking skills. To understand the benefits of STEM education, it helps to dispel some of the myths surrounding it:

Myth: STEM Emphasis Comes at the Expense of Non-STEM Subjects

In fact, STEM is inextricably linked to other fields of study, and STEM training can enhance learning in other disciplines. For example, research has shown a link exists between science instruction and improvement in literacy, language learning, and executive functioning.

Myth: STEM Equals More Computers in the Classroom

Technology is a component of STEM, and students who engage with STEM subjects gain skills that better prepare them for technology-focused roles; but STEM education is not dependent on digital technology, particularly when teaching young children. Block play, gardening, and puzzles are examples of STEM education, as are visits to museums. It can be done anytime with minimal resources. In many classrooms, a STEM curriculum and play are already present, they just need to be emphasized.

Myth: STEM Training Only Happens in the Classroom

Parents who are aware of the benefits of a STEM curriculum are more likely to be supportive of STEM education and encourage activities in the home that develop STEM concepts. Tools available to parents include mobile apps designed to introduce children to STEM and literacy concepts at an early age. Through the Ready to Learn Initiative, a US Department of Education–funded program, PBS has developed games and apps to help children ages two to eight build literacy and science skills.

Myth: STEM Curriculums Are Only for Certain Students

STEM initiatives still face challenges from outmoded ideas held by some policymakers, parents, and teachers concerning gender and race as they relate to aptitude for subjects such as mathematics. In addition, the belief that STEM is for older students has contributed to funding being concentrated in higher grade levels.

STEM vs. STEAM

Although the importance of STEM education is widely accepted, the growing emphasis on STEM curriculum has generated debate. Concerns that STEM does not adequately encourage creativity and innovation has led some educators to push for a broader approach. Embracing many of the concepts championed by STEM advocates — experiential learning, inquiry, problem solving, process-based learning — STEAM (Science, Technology, Engineering, Arts, and Math) proponents argue that arts education is just as necessary as science, technology, engineering, and mathematics to fully educate students and prepare them for their professional lives.

While there are disagreements over the most effective way to emphasize and integrate individual subjects and concepts, educators on both sides of the STEM vs. STEAM debate share a common goal: moving away from rote memorization and siloed subjects towards a more holistic, project-based curriculum that sparks students’ imagination and develops their real-world skills.

Lifelong Benefits of Early STEM Education

Measuring the impact of a STEM curriculum on early development is difficult, but STEM education has been shown to be a predictor of future academic achievement. For example, a study by researchers at the University of California Irvine found that early math skills were the most consistently predictive measure of future academic success among kindergarten to fifth grade students.

The benefits of STEM education are not limited to a student’s academic career, however. Efforts in the US to improve STEM education have largely been driven by demand from the private sector, where employers have complained about a lack of qualified candidates for technology-focused jobs. The US Bureau of Labor Statistics (BLS) projects 5 percent growth in non-STEM occupations between 2018 and 2028, while the number of STEM-related jobs will grow almost 9 percent, expanding by 10.6 million positions.

Barriers to Better Early STEM Programs

Efforts to improve STEM education in US schools face challenges inside and outside of the classroom. A real or perceived lack of STEM resources along with inadequate training in children’s developmental learning progressions as they relate to STEM can leave teachers feeling anxious or uncertain about their role. STEM programs are less likely to be successful if they lack clear expectations, methods for measuring progress, or cooperation across grade levels.

Linking preschool programs to kindergarten through 12th grade curriculums is a particular challenge in early childhood education. A lack of alignment between preschool and first grade STEM curriculums results in some children being left behind while others repeat material during a crucial period of learning development. Adequate training of preschool educators in teaching STEM concepts is critical, but another discrepancy between preschool institutions and kindergarten through 12th grade schools remains a barrier: compensation. Consider the median annual pay for US teachers as reported by the BLS:

• High school teachers: $60,320
• Kindergarten and elementary school teachers: $57,980
• Preschool teachers: $29,780

Such a pay gap has made attracting and retaining highly trained teachers a perennial challenge in preschool education.

Steps Forward

The responsibility to improve STEM fluency does not lie solely with teachers. Administrators and other educators in leadership positions can advocate for STEM resources in the classroom and guide public policy. Steps that policymakers can take to address the STEM challenge include funding new STEM programs, grants, and advisory councils that promote STEM curriculums. Lawmakers in some states have also tried to address problems facing teachers, providing professional development, salary increases, and incentives for specializing in STEM fields. However, STEM education program funding remains concentrated in kindergarten through 12th grade programs, and particularly in middle schools and high schools, according to the National Conference of State Legislators.

Expanding STEM Expertise

Teaching STEM is not as simple as having knowledge of science, technology, engineering, and mathematics concepts. Educators must understand how to create lessons that integrate underlying STEM concepts into activities appropriate and effective for specific age groups and development levels, a particular challenge when addressing the needs of very young learners.

Educators interested in STEM preparation, staff development, and continuing education can hone their skills through a program such as American University’s online Master of Arts in Teaching program, which focuses on the STEM skills necessary for tomorrow’s most exciting careers. The school’s online Master of Education in Education Policy and Leadership can also be beneficial to educators looking to shape and promote STEM-related policy. Discover other benefits of the programs by requesting information about American University’s MAT degree and MEd in Education Policy and Leadership degree.

EdD vs. PhD in Education: Requirements, Career Outlook, and Salary

Elementary School Leadership: Guiding Early Education

Helping Girls Succeed in STEM

American University School of Education, “STEM vs. STEAM: Why One Letter Matters”

Center for Childhood Creativity, “The Roots of STEM Success”

The Hechinger Report, “Eight Ways to Introduce Kids to STEM at an Early Age”

Institute for Arts Integration and STEAM, “What is STEAM Education?”

The Joan Ganz Cooney Center, “STEM Starts Early: Grounding Science, Technology, Engineering, and Math Education in Early Childhood”

National Conference of State Legislatures, Early STEM Education

UCI News, Kids Skilled Early in Math Do Better in School

US Bureau of Labor Statistics, Employment in STEM Occupations

US Bureau of Labor Statistics, High School Teachers

US Bureau of Labor Statistics, Kindergarten and Elementary School Teachers

US Bureau of Labor Statistics, Preschool Teachers

US Department of Education, Science, Technology, Engineering, and Math, Including Computer Science

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High quality early childhood education and care gives children the best start in life. It provides important opportunities to learn and develop. Early childhood education and care can help your child make friends, develop independence and learn new routines. It also supports their transition to school. Use the ECE finder tool to find quality early childhood education and care services in NSW.

Children learn through play. When children play, they are exploring, taking risks, engaging their imagination, solving problems and learning about themselves and where they fit in the world. Quality early childhood education and care services create environments that encourage children to engage in play-based learning experiences that help them learn and grow.

Well, today, we have the cafe. So the children were learning about taking turns. They were reading recipes, making cakes. They were entering orders, taking orders. They're mimicking what their parents are doing, what they're seeing out in the community. In this type of play, we're really focusing on building lifelong skills for the children. We want them to have a good understanding of numeracy, of literacy, social skills, communication skills, and really just building them up so that they can be the best that they can be in their life.

You know, some parents might think, oh, you know, our children just play all day? Where does the learning come in? But the play that occurs here is actually very, very carefully planned. It's intentional and it's very, very purposeful. Some of the skills our children are learning in the mud kitchen include collaboration, negotiating roles, being imaginative, and being creative.

At our our preschool, we believe that technology is a powerful tool for learning. So at the moment, our children are learning Arabic through the Ella app. And we utilize the expertise of our children and our families to teach us how to pronounce the words correctly. We want our children to learn that there are different languages, there's different cultures. We want them to appreciate and accept these differences.

These are just a few examples of how quality early childhood education and care experience can teach children important skills that will help them now and into the future as they transition to primary school and beyond.

To find out more about preschool and quality early learning experiences, visit the New South Wales Department of Education's website.

Helping brain development in young children

Children's brains are influenced by both their genes and their environment. Babies are born ready to learn, with more than one million neural connections forming every second during the first few years of life. The early years are important, as how the brain grows is strongly influenced by what's happening in a child's environment and their interactions with the people around them.

Vision and hearing pathways develop first, followed by early language skills and higher cognitive functions. A child's vocabulary often quadruples between ages two and four. These connections become more complex over time as children grow, and influence brain development to create positive learning behaviours from an early age.

Research shows that children who participate in quality preschool programs are more likely to arrive at school equipped with the social, cognitive and emotional skills they need to help them to continue learning. These benefits extend well beyond primary school. Higher levels of educational success, employment and social skills have all been linked to moderate levels of participation in quality early childhood education.

- [Child] Early childhood education is a place where children grow to learn and learn to grow. - Play is the basis for a child's future development, representational play, the imaginary play. These foundations set up that child for adult life. - [Educator] and purple. - [Child 2] Purple. - Early education is crucial for these areas of development because it gives the children opportunity and builds the foundations that are needed for future success and health and learning outcomes. Now we have the research to show that a child's brain is 90% developed by the age of five. And in that time, the first 2000 days framework, there is so much development that has to go on. Early education has to be the key. These centres are gold for development because they do offer these opportunities for all areas of a child's development, fine motor skills, with drawing, colouring in and painting, for gross motor skills, for jumping and playing and dancing around, as well as their social and emotional skills. - [Woman] How can we help Owen to get that to stand up all by itself? - [Melissa] So they are learning to be with others, they are learning to work with others and in groups, they are learning to share, take turns, listen to directions, people giving them boundaries and these are really foundational for the future. So confidence and independence is a big skill for a child to transition to school with. And if they've had that exposure to these experiences in early childhood education, that will certainly help that transition into the school environment We work in partnership, so if a parent does have a concern about their child, that concern is taken seriously and the child and family health nurse will escalate. We've got questionnaires where we check their development in more detail and make referrals.

The importance of the first 2000 days of life

The NSW Government has a suite of child development initiatives to improve the lives and experience of parents and families in the first 2000 days of their child’s life and better support all children to achieve the best start in life.

Check out the Brighter Beginnings Parent and Carer Information Hub that helps parents and carers navigate the first 5 years of life – from pregnancy to age 5 – with trusted information, tools and resources.

The NSW Department of Education has also launched a public awareness campaign ‘Grow to Learn, Learn to Grow’. The campaign showcases the benefits of early childhood education and provide families with the information they need to enrol their children in quality early childhood education services..

Making friends

From the ages of three to five, most children want to play with others their age, and can think about the feelings of others at an initial level. At this age, children learn how to play with others, and might have a ‘best friend’.

In early childhood education and care, children are encouraged to share and play with their peers. Through these interactions they learn to develop important interpersonal qualities such as empathy and cooperation which will help them get along with others in preschool and beyond.

By spending time with their peers, children learn to include ideas from others in their play and start to understand each other’s feelings. Young children are naturally egocentric, so learning skills such as empathy can be challenging, but the good news is they can learn a lot from watching and interacting with their peers. These early years social skills can help your child develop friendships throughout their whole life.

- I like painting and doing all of the creating stuff. - I like stories because they have different pictures in them. - I like playing with the pillow. - Going to the sand pit. - Playing with lego. - We have an opportunity at this age to be able to ignite their passion for learning so that when they go to school, the foundation is laid and they already want to know things, they already want to be engaged in education. - Look how big this is Hiro. - Yeah. - My favourite friends are Isaac and Imogen. - Rosalyn and Ayushi. - I play with Niro and Remy. - I would definitely say the educators are a bit like extended family. I feel like we have really open dialogue with them. We have really nice conversations. - I would tell them you should go to preschool instead of staying home. 'Cause you're gonna make new friends!

Developing independence

For many children, participating in early childhood education and care is the first significant amount of time they spend away from their family. Being in a new environment, away from home, can help children to build their confidence and discover their identity.

As part of a child’s growing independence, they develop key self-regulation skills between the ages of three and five years old. These skills may include concentrating, sharing and taking turns. For example, toddlers may show self-regulation by waiting to play with a toy, or by paying attention to someone who is talking to them.

Self-regulation skills are important to help children develop confidence and independence, allowing them to grow and understand who they are, and to form friendships. Parents, carers and early childhood educators are all important role models for demonstrating healthy methods of self-regulation.

- The children have had a huge amount of independence where we don't actually get to put the school bags away anymore and the children do. - He's just grown in so many ways... confidence, socially. - And she has started self-feeding and she now knows how to share because what this centre had provided her is confidence - We feel that it's important to start at this ground level to prepare her for the future. - It's really important. It does provide students with a lot of foundational skills that they'll need to learn in their literacy, numeracy, socialisation, and collaborative skills when they move into primary school. - Lots of other learning stuff that we wouldn't do at home that they would do here. - Gave her more opportunity to explore things and she's more creative and more curious about the world. - She's showing that she's very musical as well, which is something that we never taught her. - [Wolski] The importance of students having the ability to interact with students from other cultures can't be understated. It's very important for them to build those relationships with those students. - [Christina] I think it's really important when looking for a preschool there is a quality rating system. - [Darna] It will give you the ability to make a really good decision about where to send your child. - [Christina] It's more of a holistic rating system where it's looking at the environment of the school, the leadership of the teachers. - The educators here are highly trained. They're professionals. They're also passionate educators. - [Christopher] And they have what they do at heart and we feel very much at home with them. - [Rachel] And I've seen so many kids grow here. They have wonderful, wonderful teachers here.

Learning new routines

By attending early education and care, your child can learn to adapt to a new routine outside the home. Routines can positively influence a child’s emotional and cognitive development and knowing what to expect encourages them to feel secure and comfortable.

Routines can help children manage their expectations of their environment, and reduce problematic behaviours such as temper tantrums. When developing daily routines, early childhood teachers and educators will consider a mix of activities that are active/passive, indoor/outdoor, and child-directed/adult-directed.

Routines are also planned according to children’s ages to make time for naps, incorporate any individual requirements or medical needs, and to accommodate their attention spans and other aged-based needs.

Supporting transition to school

Early childhood education supports your child’s transition to primary school . It prepares children in both informal and formal ways, such as engaging in a range of Transition to School activities. Children who experience a positive transition to school are more likely to feel comfortable, relaxed and motivated to learn. This helps them form positive relationships with others, both children and educators, and develop a sense of belonging within the school.

- [Child] Early childhood education, is the place where children grow to learn and learn to grow. - I've been a teacher for seven or eight years. What I love most particularly in early education is the growth that you can see in the children from the start of the year to the end of the year. - Even a koala? - I think the benefits of early childhood education from the point of view of the kindergarten teachers is they are socially and emotionally in a better frame of mind to undertake all the learning activities that we put out for them. The first 2000 days of life is really important for young children because 90% of their brain development occurs. The attendance in early childhood education settings gives them that exposure when they come to primary school to really have that good foundational skills when they move into formal education in kindergarten and beyond. Okay, so have a look. This is where you're going to come to kindergarten next year. When they first attend in term one students are so excited to be at big school. It can be quite overwhelming for them, but I think if they've had a quality transition to school program the year before, it really pays dividends for term one for kindergarten teachers and the classroom in general. - Really helped with independence for all of the kids here. - Where we don't actually get to put the school bags away anymore and the children do. - Going to the bathroom was another issue for him, he was not confident and shy but he had a good time when the teachers have taught him how to do few things. - [Matt] I think the students that had been through early childhood education definitely come to school with a lot more confidence. It shows in the way that they undertake those learning activities and they can collaborate with their peers. - But also to be in an environment where he has a lot of different friends that share similar interests but they can also enjoy the differences as well. - Which one is dark green? - This is dark green and this is dark green. - So if any of my friends had a four year old son or daughter my advice would be to attend a formal early childhood setting and look at the quality rating of the centre, to go in and take a look and see what kind of activities are being run in there.

• Early childhood education

Business Unit:

• Early Childhood Outcomes

Why Curriculum Matters in Early Childhood Education

Three curriculum models, advantages at age 23, goals of early childhood education.

• Direct Instruction was a scripted approach in which the teacher presented activities and the children responded to them. Classroom activities were sequences of academic lessons, emphasizing positive reinforcements of correct responses. Teachers clearly defined academic goals in reading, arithmetic, and language. The psychological tradition was behaviorist (Bereiter and Engelmann 1966).
• The High/Scope Curriculum was an open-framework approach in which teacher and child planned and initiated activities and worked together. Classroom activities were partly the result of the plan-do-review sequence, planned by the children themselves and supported by the teachers. These activities reflected experiences intended to promote intellectual, social, and physical development. The psychological tradition was constructivist and cognitive-developmental (Hohmann and Weikart 1995).
• The traditional Nursery School was a child-centered approach in which children initiated activities and the teachers responded to them. The teachers created classroom themes from everyday events and encouraged children to actively engage in free play. The goal was to create an environment in which children could develop naturally, and the psychological tradition was psychoanalytic (Sears and Dowley 1963).
• Only 6 percent of either the High/Scope or the Nursery School group needed treatment for emotional impairment or disturbance during their schooling, as compared to 47 percent of the Direct Instruction group. Because 47 percent is well above the typical rate for this population (17 percent of the comparable no-program group in the High/Scope Perry Preschool Study required such treatment), the Direct Instruction program experience appears to have left some of its participants with serious negative emotional residue.
• Forty-three percent of the High/Scope group and 44 percent of the Nursery School group at some time up to age 23 engaged in volunteer work, as compared to 11 percent of the Direct Instruction group. The programs that encouraged children to initiate their own activities had more graduates engaging in volunteer work in the community as young adults, suggesting greater awareness of the needs of others and their responsibility to take action to help.
• Only 10 percent of the High/Scope group had ever been arrested for a felony, as compared to 39 percent of the Direct Instruction group. Given the intractability of crime, this fourfold reduction in felony arrests is of great importance. It parallels the finding of the High/Scope Perry Preschool Study through age 27 that only 7 percent of the program group (which used child-initiated activities) but 35 percent of the no-program group had been arrested five or more times (Schweinhart et al. 1993). These data indicate the clearly different levels of personal and social responsibility that the High/Scope and Direct Instruction groups developed.
• None of the High/Scope group had ever been arrested for a property crime, as compared to 38 percent of the Direct Instruction group. Property crime may be distinguished from violent and drug-related crimes by its emphasis on assaulting authority. The High/Scope model places authority (teachers) in the role of resource and support. Direct Instruction gives teachers power and control and requires children to submit. As young adults, more of the former Direct Instruction preschoolers strike out at authority.
• Twenty-three percent of the High/Scope group reported at age 15 that they had engaged in 10 or more acts of misconduct, as compared to 56 percent of the Direct Instruction group. Although this finding did not reappear in self-reports at age 23, it presaged the age-23 arrest findings.
• Thirty-six percent of the High/Scope group said that various kinds of people gave them a hard time, as compared to 69 percent of the Direct Instruction group. Apparently, the High/Scope group more willingly accepted responsibility for their own actions than did the Direct Instruction group and had developed ways to relate positively to authorities and others, rather than to blame or attack them for their actions.
• Thirty-one percent of the High/Scope group had married and were living with their spouses, as compared to none of the Direct Instruction group. Marriage may be seen as a step that takes personal responsibility and a willingness to adapt to others.
• Seventy percent of the High/Scope group planned to graduate from college, as compared to 36 percent of the Direct Instruction group. While no differences were found in actual high school graduation rates or in the highest year of schooling, such planning by the High/Scope group reflects greater optimism, self-confidence, and aspirations for the future.
• Only 9 percent of the Nursery School group had been arrested for a felony at ages 22-23, as compared to 34 percent of the Direct Instruction group.
• None of the Nursery School group had ever been suspended from work, as compared to 27 percent of the Direct Instruction group.

Adams, G., and J. Sandfort. (1994). First Steps, Promising Futures: State Prekindergarten Initiatives in the Early 1990s . Washington, D.C.: Children's Defense Fund.

Barnett, W.S. (1996). Lives in the Balance: Age 27 Benefit-Cost Analysis of the High/Scope Perry Preschool Program (Monographs of the High/Scope Educational Research Foundation, 11). Ypsilanti, Mich.: High/Scope Press.

Bereiter, C., and S. Engelmann. (1966). Teaching the Disadvantaged Child in the Preschool . Englewood Cliffs, N.J.: Prentice-Hall.

Bredekamp, S., and C. Copple, eds. (1997). Developmentally Appropriate Practice in Early Childhood Programs , rev. ed. Washington, D.C.: National Association for the Education of Young Children.

Hirsch, E.D. (June 18, 1997). "On Faddism, Guru-ism and Junk Research." Los Angeles Times . (Available online for $1.50; use search terms E.D. Hirsch and 1997 at http://www/latimes.com/home/archives ).

Hohmann, M., and D.P. Weikart. (1995). Educating Young Children: Active Learning Practices for Preschool and Child Care Programs . Ypsilanti, Mich.: High/Scope Press.

Mallory, B.L, and R.S. New. (1994). Diversity and Developmentally Appropriate Practices: Challenges for Early Childhood Education . New York: Teachers College Press.

Schweinhart, L.J., H.V. Barnes, and D.P. Weikart. (1993). Significant Benefits: The High/Scope Perry Preschool Study Through Age 27 (Monographs of the High/Scope Educational Research Foundation, 10). Ypsilanti, Mich.: High/Scope Press.

Schweinhart, L.J., and D.P. Weikart. (1997a). "The High/Scope Preschool Curriculum Comparison Study Through Age 23." Early Childhood Research Quarterly 12: 117-143.

Schweinhart, L.J., and D.P. Weikart. (1997b). Lasting Differences: The High/Scope Preschool Curriculum Comparison Study Through Age 23 . (Monographs of the High/Scope Educational Research Foundation, 12). Ypsilanti, Mich.: High/Scope Press.

Sears, P.S., and E.M. Dowley. (1963). "Research on Teaching in the Nursery School." In Handbook of Research on Teaching , edited by N. L. Gage. Chicago: Rand McNally.

Lawrence J. Schweinhart has been a contributor to Educational Leadership.

David P. Weikart has been a contributor to Educational Leadership.

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Education Policy

Making the early grades matter, a conversation about teaching and learning in kindergarten through grade 2, article/op-ed.

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Laura bornfreund, feb. 26, 2024.

With the exception of reading, there has long been limited attention to strengthening kindergarten and the early grades of elementary school and K-2 teachers' vital role in laying the foundation for children’s future learning and development. The tide, however, may be shifting. Under U.S. Secretary of Education Cardona, the Department of Education has an initiative to help states think about how to make kindergarten a more “sturdy bridge” between pre-K and the early grades. In recent years, state legislatures have introduced or passed laws to require kindergarten, fund kindergarten as a full day, and promote play-based learning in kindergarten and the early grades. Other states are piloting efforts to ensure children’s kindergarten experiences align with how they learn best. To learn more about efforts to transform kindergarten, visit New America’s Transforming Kindergarten page . You can also check out some of our ideas for strengthening K-2 here .

Last year, in 2023, I had the opportunity to work with School Readiness Consulting on a landscape project of what assessment and curricula look like in kindergarten through second grade. For this blog post, I asked SRC team members Soumya Bhat, Mimi Howard, Kate McKenney, Eugenia McRae, and Nicole Sharpe, and authors of the brief “ Making the Early Years Matter ,” what they learned about the K-2 years.

In the brief, "Making the Early Grades Matter: Seven Ways to Improve Kindergarten Through Grade 2," you write about the importance and opportunity of children’s K-2 years. You say that their importance is not fully realized. How do we know this is the case, and why do you think it’s happening?

While such clear benefits are linked to the K–2 years, particularly the importance of kindergarten, the policies and practices in use for this critical time have yet to catch up to the research. We know that children who start behind will stay behind, underscoring that grade 3 is too late to start focusing on student proficiency. Unfortunately, K-2 continues to be systemically undervalued and under-resourced in many districts. This undervaluing is happening for several reasons – one is that school improvement efforts primarily focus on third grade and above, partly due to accountability pressures and accompanying testing requirements. This focus on standardized assessments later in elementary school has increased academic demands in the K-2 space. That pushdown of academic expectations is not aligned with developmentally appropriate teaching and learning practices, leading to challenges for K–2 teachers charged with providing that continuous and robust educational experience for their students.

Tell us what you learned from your research and interviews about leveraging and improving K-2 policy and practice. What do you think is most important?

We certainly need to make changes that immediately impact the system - like expanding the supply of high-quality materials available for use by the K-2 community. And at the same time, those actions should also be coupled with more ongoing and long-term solutions, such as increasing focus and awareness around the uniqueness and value of K-2 as part of the more extensive education system. There is a strong sense of urgency about the challenges facing K–2, but at the same time, it is challenging to shift K–2 policies and practices in sustainable ways unless there is first a fundamental, core mindset shift—that K–2 should be a priority. This will require changing people’s minds about why the early grades are important and motivating people to invest in how young children learn in K–2. Only after these more significant mindset shifts occur will the education field be able to generate solutions that will lead to long-term systems change.

The Making the Early Grades Matter brief resulted from several interviews with district officials, stakeholders, and educators about instruction, curriculum, and assessment in K-2. Was there a story or comment that sticks out to you?

There is a clear desire and need to shift leaders' thinking toward investing in high-quality K–2 education that is well-aligned to prepare children to succeed in the third grade. One of the interviewees we spoke to said it best, “It’s not just one fix. So, it’s not just professional learning, it's not just curriculum, it’s not just assessment. You have to figure out how that all works together as a system.” As a field, we should know what a comprehensive and aligned K-2 system looks like and what it takes to get there. We need to ensure that K-2 educators have sufficient time, training, and resources to implement these practices with fidelity and with the support of district leadership. When these elements are in place, young students will be able to experience high-quality learning and instruction throughout the K-2 grades.

While federal, state, and local policymakers have a role in transforming what happens in K-2nd grade, philanthropies can be key partners. What can local and national foundations do?

Our scan revealed that philanthropic work focused on early childhood—even when funders include K–2 as part of a prenatal-to-third-grade emphasis—is often geared toward the beginning part of this spectrum with greater support for birth-to-five efforts. Similarly, philanthropic work focused on K -12 may usually trend toward grade 3 and higher grades. So, local and national philanthropy is well positioned to help fill the gaps in K-2, not only through strategic investments that advance the field but also by enlisting new partners in the work and ultimately elevating the value of the early grades.

Is there anything I haven’t asked that you think is important to highlight?

We must also consider who will bear the brunt of failure if we don’t address these systemic K-2 issues. The impacts of inaction will be most significantly felt by Black and Latine children, children experiencing poverty, multilingual learners, and children with learning disabilities. Multiple factors contribute to these students' inadequate early elementary experiences, including a lack of culturally relevant materials, potential bias in assessment design or implementation, mismatched demographic characteristics with teachers, less effective kindergarten transition activities, and overemphasis on didactic academic instruction. Until the systemic issues are further examined and addressed, these barriers will continue to keep many K-2 learners from receiving the support they need and deserve and from being prepared for success in third grade and beyond.

For more information, read School Readiness Consulting’s brief “ Making the Early Grades Matter: Seven Ways to Improve Kindergarten through Grade 2 .”

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• The importance of intentional questioning for young children's learning and development

Joanna Grymes, PhD

May 15, 2024.

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Why is intentional questioning so important for young children's learning and development?

Intentional questioning plays a crucial role in fostering children's curiosity, critical thinking, and language skills from an early age. Open-ended questions that tap into higher cognitive levels like applying, analyzing, and creating encourage children to go beyond simply recalling information. They stimulate imaginative thinking, problem-solving, and seeing things from new perspectives.

Rather than just feeding facts, intentional questioning engages children as active participants in constructing their own understanding. It lays a strong foundation for them to become lifelong learners, thinkers, and questioners themselves. The curiosity sparked by an educator's thoughtful "What if..." or "I wonder..." can kindle a child's enduring love of inquiry and exploration.

This Ask the Expert is an edited excerpt from the course   Intentional Questioning Strategies ,  presented by Joanna Grymes, PhD.

Joanna Grymes is a faculty member at Arkansas State University, where she works with pre-service and in-service early childhood and elementary grade teachers.  She is active in professional organizations and presents at state, regional, and national conferences. 

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Intentional questioning strategies, course: #32586 level: intermediate subject area: advancing children's physical and intellectual development 1 hour, kids in the kitchen: supersize their learning, part 1, course: #32051 level: introductory subject area: advancing children's physical and intellectual development 1 hour, kids in the kitchen: supersize their learning, part 2, course: #32052 level: introductory subject area: advancing children's physical and intellectual development 1 hour, kids in the kitchen: supersize their learning, course: #32068 level: introductory subject area: advancing children's physical and intellectual development 2 hours, developing a yearlong curriculum guide, course: #32090 level: introductory subject area: observing and recording children's behavior 1 hour.

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The Importance of Music in Early Childhood

Music is a natural part of life for young children. From dancing to nursery rhymes to turning everyday objects into musical instruments, children love to engage in musical activities. And like all the best learning experiences in early childhood, exposure to music simultaneously promotes development across multiple domains. Read on for an overview of some of the different ways that music can benefit child development.

Social Emotional Development

Connecting with your baby in a musical way comes naturally, even if you can’t carry a tune! When parents all over the world speak to their little ones, they adjust their voices to make them more lyrical, more rhythmic-- in essence, more musical. And babies love listening to the sound of a parent’s voice. Researchers have found that singing-- more than talking-- keeps babies calm and can lead to stronger social bonds with parents, improved health, and even greater language fluency (Corbeil, Trehub, & Peretz, 2015). The experience of being soothed also helps babies learn to soothe themselves, supporting the development of self-regulation. Music also provides opportunities for young children to interact with their peers and caregivers in collaborative ways when each participant is encouraged to add their sound or voice to the mix. It can also encourage turn taking through call-and-response songs or, when children are very young, through caregivers simply repeating the sounds a baby makes with his voice.

Cognitive Development

A sensory environment rich in a variety of tastes, smells, textures, colors, and sounds is beneficial to early brain development. Music is one many forms of sensory input which can promote cognitive development. Almost every piece of music has a pattern or sequence built into its melody or lyrics, and learning to anticipate patterns and place objects or events in sequence helps build critical early math and early reading skills (Parlakian & Lerner, 2010).  Music also introduces children to the sounds and meanings of new words. A recent study found that exposure to music sharpened infants’ brain responses to music and speech in both the auditory cortex and prefrontal cortex, which manages cognitive skills such as controlling attention and detecting patterns (Zhao & Kuhl, 2016). In addition, the rhythm and repetition of songs helps to strengthen memory skills. The link between music and memory is why you can probably still sing along, word for word, to many of your favorite childhood songs!

Motor Development

Music is a physical activity, supporting both fine and gross motor skills. Playing musical instruments or fingerplay songs, such as "Open Shut Them," can help support the development of small muscles in children's' hands. Dancing to fast and slow music can help children build the muscles in their arms, legs, and trunk. Moving their bodies to music can help children gain body awareness, balance, and coordination.

Tip: Look for opportunities to get your child moving to the beat. Share songs that go along with simple hand motions or dance movies, such as "The Itsy Bitsy Spider," "The Wheels on the Bus," or the "Hokey Pokey." Children will have fun singing and moving!

Cultural Transmission

Music is a unique and powerful way for children to connect to their roots. It transmits culture and is an avenue through which beloved songs, rhymes, and dances can be passed down from one generation to another. Lullabies and folk songs can introduce your baby to your family’s heritage in a way that goes beyond words or pictures. And connecting to their roots is another way to make children feel safer and more secure.

Music has the power to support young children in all of their growing capacities, and best of all, music is a wonderful way to connect with your child.  So enjoy music- playing, singing, or dancing- in any way that feels comfortable to you! And check out the resources below for some great ideas for how you can share music with your child.

• Read tips on Playing with Music at Home  from NAEYC.
• Learn about how to Create Your Own Lullaby with this tutorial from Too Small To Fail .

The Center for Early Childhood Education and Intervention conducts high quality research on early childhood education and early intervention programs. You can follow us on X at  @CECEIatUMD .

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Supporting Early Childhood Education Teachers

Article by Jessica Henderson Illustration by Jeff Chase May 06, 2024

With a new associate degree in early childhood education, the University of Delaware is helping working professionals advance their careers and deliver high-quality care

Excellent early care and education (ECE) often begins with great teachers. Yet, according to research by University of Delaware faculty, just over one-third of all ECE centers meet national benchmarks for teacher degrees, and even fewer can prioritize staff professional development. 

With a new associate degree in early childhood education , University of Delaware’s College of Education and Human Development (CEHD) is working to meet the demand for high-quality ECE teachers through a flexible, accessible and primarily online degree program designed for working professionals. 

This degree offering also comes at a critical time for Delaware teachers. To raise the overall quality of early childcare in the state, the Delaware Department of Education will soon require ECE professionals to hold a certificate in child development or an associate degree. 

ECE professionals in high-demand 

According to a U.S. Department of Health and Human Services 2023 brief, employment in the childcare industry dropped by more than one-third during the first two years of the pandemic. Across the nation and within Delaware, many families still wait for months on early childcare waitlists, hoping that a coveted spot for their child will open up.

At CEHD’s Early Learning Center (ELC), co-directors Kelly Freel and Jessica Peace are excited about CEHD’s associate degree in early childhood education program. The program, they hope, will help encourage new professionals to enter the ECE field and help teachers deliver high-quality care in their current ECE centers. 

“High-quality care is only possible with a great team,” Freel said. “The heart and soul of the ELC are the teachers who partner so intimately with families and young children.”

Leia Heckman, a pediatric speech, language and feeding therapist and an ELC parent, couldn’t agree more. All three of her children have attended the ELC, and she is grateful for the excellent care and education that they have received. 

“Knowing that my kids are not only safe and cared for but also being educated is extremely important to me,” Heckman said. “It’s so important for our teachers to be educated. It’s one thing to keep a child safe, but it’s another thing to help them reach their developmental milestones and be kindergarten-ready. As a parent that works full time, I would not be able to do that.” 

Program experiences 

Designed for both working professionals and traditional students, the associate degree in early childhood education program gives students the skills to deliver high-quality ECE for children from birth to age 5 in center-based and home-based settings.

Through small classes, practical field experiences and partnerships with community early childhood programs, the program helps students advance their careers, facilitate high-quality care, gain real-world experience and join a supportive network of early childcare providers.

Jessica Slade, assistant professor in CEHD’s Department of Human Development and Family Sciences and associate in early childhood education program coordinator, emphasizes that CEHD designed the program with particular attention to first-generation and non-traditional students, including those who have already worked in the ECE field for many years. 

“It’s unfortunate, but many ECE professionals are often told that they’re not ‘meant for college’ and that the work that they do is not valued by our society,” Slade said. “We want to change that perception and provide a degree program that is not only accessible to them, but meaningful as well.” 

For this reason, flexibility is a key aspect of the program. Students can choose fully online courses without set meeting times, hybrid courses with some in-person meeting times during the evenings or weekends or traditional in-person courses during the day. Depending on their schedules and career goals, they can complete the program part-time or full-time. 

Significantly, students working in an early childcare setting can also complete their field experience requirements at their workplace. If they are not working, they can complete their field placement on CEHD’s Children’s Campus, at the ELC or Lab School . 

“The program allows students to use their classroom experience to support their learning in their UD classes,” Slade said. “For example, after they’re introduced to a new concept, they can look within their own classroom and their own practices to complete their assignment in a meaningful, personalized way based on what they’re observing and experiencing in that moment. The curriculum is open-ended in nature to allow for that individuality, but still stays true to the learning objectives of the course.”

The program also offers supportive, developmental advising from UD faculty, which considers students’ current skill sets and places them in courses that best suit their needs. 

Supporting ECE professionals 

UD and the state of Delaware are also working to ease the financial barriers that prevent students from pursuing a college degree. For example, Delaware residents can apply for funding through the state’s Student Excellence Equals Degree (SEED) scholarship program. SEED scholarships, funded by the state, cover tuition for eligible full-time students enrolled in UD’s associate degree programs. Students who complete their associate degree at UD can continue to a UD bachelor’s degree program and use SEED funds to cover an additional year of education. 

Similarly, Delaware’s Early Childhood Innovation Center also offers a statewide scholarship and incentive program to support members of the early childhood workforce in attending college. And, UD offers need-based financial support for associate degree students through federal grants and loans. This financial aid can cover tuition or other costs, like textbooks and supplies.

CEHD is also working to support the ECE field broadly. In February 2023, the U.S. Department of Health and Human Services awarded CEHD’s DIEEC and five other partners a cooperative agreement to establish and operate the first-of-its-kind National Early Care and Education Workforce Center . With a $30 million investment over five years, the center will provide technical assistance and research to advance the recruitment and retention of a diverse, qualified and effective early childhood care and education workforce.

Visit the CEHD website to learn more about the associate degree in early childhood education program and how the college supports  children, families, and ECE professionals .

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Focus on Ethics: Developing a Code of Ethics for Early Childhood Educators: Lessons Learned

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Authors’ Note

This article is dedicated to the memory of Kenneth Kipnis, philosopher, ethicist, and Professor Emeritus at the University of Hawaii at Manoa, who died on August 26, 2021. Ken was involved in NAEYC’s work on ethics from the beginning, and we benefitted immeasurably from his wisdom, guidance, humor, and knowledge of professional ethics. We are grateful for his contributions to the development of our “Code of Ethical Conduct.”

The NAEYC “ Code of Ethical Conduct and Statement of Commitment ” is one of NAEYC’s foundational documents. It helps define who we are as members of the early childhood profession. We are proud to have participated in the creation of the code and in NAEYC’s work on professional ethics over the past four decades. As we worked on the code and its revisions (1989, 2005, 2011), developed resources for using the code (e.g.,  Ethics and the Early Childhood Educator  2000, 2005, 2012, 2018;  Teaching the NAEYC Code of Ethical Conduct: Resource Guide  2000, 2008, 2016), and participated in the development of code supplements for program administrators (2006, 2011) and early childhood adult educators (2004), our appreciation has deepened for the need for and power of a code of ethics for early childhood educators. Yet despite our decades of work, we have never written about the process of developing the code. The death of Kenneth Kipnis has made us reflect on the important lessons we have learned.

The time has now come for us to pass the torch to you, the next generation. In our final regular column of Focus on Ethics, we offer a brief history of the NAEYC code and share the lessons we learned about developing it. We hope this article will help the leaders of today and tomorrow ensure that NAEYC’s “Code of Ethical Conduct” continues to meet the needs of early childhood educators at present and well into the future.

What Is a Code of Ethics, and Why Is It Needed?

A code of ethics is a statement of standards of behavior agreed upon by the members of a profession, which is a group with special obligations to their society. It establishes the moral obligations that they are expected to honor. It rests on the foundation of the members’ shared values, and it expresses what they believe to be right, good, and fair.

A code of ethics provides a vision of what a profession should be and how members of that profession should behave. It builds members’ ethical awareness and judgment, provides them with guidance in decision making, gives them moral courage, and gives them a shared identity. It sends a message to society at large describing how it can expect members of that professional group to behave.

What Is NAEYC’s “Code of Ethical Conduct,” and Why Do We Need It?

Beginning in the 1970s, motivated by the publication of Lilian Katz and Evangeline Ward’s book  Ethical Behavior in Early Childhood Education  (1978; 1991), members of NAEYC expressed the need for a code of ethics to help them respond consistently to the ethical issues encountered in their work. At that time,Stephanie (first author) was on NAEYC’s board and was tasked with exploring the development of a code of ethics. She enlisted ethicist Kenneth Kipnis, and together they began the process of creating a code. Eva (third author) has been involved in NAEYC’s work on ethics from the beginning, and Nancy (second author) became involved in 1993.

When we began developing the “Code of Ethical Conduct,” our goal was to help early childhood educators deal with some of the pressing ethical issues they encountered in their daily work. There were, and continue to be, many such thorny issues; some of them have been addressed in the Focus on Ethics column. Frequently recurring issues involve responding to a family member who asks a teacher or administrator to do something that is not in the best interests of children; dealing with a family member who may be abusing a child; responding to a colleague who is behaving unprofessionally; and addressing state, local, or program directives to do things that are not developmentally appropriate or are potentially harmful to children.

But our initial conception of the code’s purpose was too narrow. Over the years, we have come to realize that it does much more than address specific ethical issues. Because early childhood educators work with children at a uniquely vulnerable time in their lives, they have the opportunity to do great good and the potential to do great harm. Early childhood educators perform a significant service to society, so their actions must be dedicated to the best interests of young children. Our moral commitments to children and their families and our awareness of the ethical responsibilities spelled out in the “Code of Ethical Conduct” are a cornerstone of the field’s identity and the foundation for all that we do with and for young children.

What We Learned as We Developed a Code

Our experiences developing the original NAEYC code, writing about it, teaching others about it, and participating in its revisions and supplements taught us a great deal. Some of what we learned applies to all codes of ethics—for any field, at any time, in any place. However, some are particular to our field. In this section, we begin with lessons that apply to all codes of ethics, then look at lessons that are particularly applicable to early childhood education.

An Ethical Code Must Be Grounded in Philosophy

Professor Kipnis taught us that every ethical code rests on the thinking of philosophers. We must be willing to read and think about the work of philosophers such as John Stuart Mill, Immanuel Kant, Carol Gilligan, and Nel Noddings. This may take us out of our comfort zone; nonetheless, philosophy is essential grounding for a code of ethics. Philosophy helps us understand that an ethical code must address ethical principles including respect, fairness, autonomy, justice, and beneficence (mercy, kindness, generosity, and charity). It helps us understand that ethical deliberation is not merely a matter of instinct, but instead involves using the knowledge of ethical principles to weigh and balance our obligations to our profession’s stakeholders. A brief summary of traditions of moral philosophy that pertain to early childhood education can be found in  Ethics and the Early Childhood Educator, Third Edition (2018, 26).

An Ethical Code Should Address Moral Behavior

The purpose of an ethical code is to guide professional moral behavior. It does not prescribe specifics of professional practice. Instead, items in a code must address  ethical  issues. These are issues of right and wrong; of duties and obligations. We have met early childhood educators who wanted the NAEYC code to include effective practices in our field. But the purpose of the code is to focus on moral behavior, not teaching or program practices. Fortunately, NAEYC has other key foundational documents (including position statements on developmentally appropriate practice and advancing equity) that address these specific topics of critical concern to early childhood educators and the field.

An Ethical Code Should Be Written for the Long Term

A code of ethics should not be written to reflect issues of the moment but should be useful in the decades to come. Because the NAEYC code was written for all early childhood educators and with the long term in mind, it has guided the field effectively for over 30 years. It has been revised twice, but those revisions have not been extensive. Since its initial adoption, one core value, items addressing assessment (which was not an issue when the code was written in the 1980s), and items strengthening our commitment to partnerships with families have been added. These were and will continue to be significant issues for the field.

An Ethical Code Should Be Carefully Constructed

Items included in a code must be clear enough to give guidance and flexible enough to apply to a wide range of individuals and programs. Principles must be written with great clarity and specificity because they are the basis for distinguishing acceptable from unacceptable professional behavior. The NAEYC “Code of Ethical Conduct” describes the ethical obligations of early childhood educators. It is organized to highlight the four primary professional relationships of teachers of young children. These are relationships with

• the community and the larger society they serve

The code defines educators’ obligations to each of these groups based on what society expects, what established early childhood educators care about and do, and what new members of the profession are learning to care about and do.

An Ethical Code Should Reflect the Circumstances and Culture of Its Particular Country

A code of ethics must be responsive to the country and culture from which it comes. In the 1980s, interest in ethics in early childhood education blossomed in many parts of the world. Colleagues in New Zealand, Australia, Canada, Hong Kong, and Singapore were in dialogue about ethics and were involved in creating codes specific to their countries. Each was different. In countries with a strong centralized administration and state funding for early childhood programs, codes are likely to focus on what early childhood educators aspire to do and be like, not what they should and should not do. We were shocked when we learned that someone from a country with an aspirational code had publicly criticized the NAEYC code for being too prescriptive. We then realized that the critic did not understand the nature of early childhood education in the United States or that an aspirational code would not have been effective in a country like ours, where the field is fragmented and there is little centralized direction.

The NAEYC Code Should Be Responsive to the Needs of Practitioners

One of the first things we did when developing the NAEYC code was to write an article asking association members if they thought they needed a code of ethics and to share the ethical issues they faced in their work (Feeney & Kipnis 1985). Members responded to our survey and shared some of the ethical issues they were confronting. These included a case of suspected child abuse, a mother who did not want her child to nap in school, an aggressive child who was harming other children, confidentiality in a divorce case, a preschool with an inappropriately academic curriculum, and a director who lied about adult:child ratios to a licensing worker (Feeney 1987). We have heard variations on these cases many times over the years. As he read the letters that came in, Professor Kipnis commented, “These people are in ethical pain.” It is out of that pain that the code of ethics was born. Members were unanimous in their opinion that the field needed ethical guidance.

The NAEYC Code Should Be Collaboratively Developed and Informed by Real Experiences

It is a characteristic of early childhood education in the United States to deeply believe that every voice deserves to be heard. From the beginning, we believed this concept was critically important to how the NAEYC “Code of Ethical Conduct” was developed. If it was to be known and embraced by NAEYC’s members, they had to know that it was based on practitioners’ real experiences and that it involved deliberation by many members of the organization. We believed the code would not be accepted or used if it was not based on group consensus concerning moral standards of conduct.

After determining the need for a code, we conducted a series of workshops (funded by the Wallace Alexander Gerbode Foundation) to identify the values that members believed undergirded the work of early childhood educators. From lists generated in those workshops, we identified the core values that form the code’s foundation. In subsequent workshops, additional surveys, and conversations in college classes and conference sessions, we also collected a selection of frequently occurring ethical issues faced by early childhood professionals.

We began every discussion about ethics with real situations that were identified in the initial survey, that we had experienced, or that other educators had shared with us. These situations were written as cases that could be presented in college classes, workshops, and in  Young Children  (Feeney 1987). We asked participants in these discussions to answer two questions: “What should the ‘good’ (ethical) early childhood educator do in this situation?” and “What is the most ethically justifiable course of action?” The responses informed the construction of the code and served as the foundation for the analysis and guidance we provided in subsequent ethical advice. All of our subsequent work on ethics has been based on real situations from the field.

Basing ethical guidance on practitioners’ deliberations enabled us to move from individual morality to the collective wisdom of the field. It also gave members of the organization a sense of ownership in the process.

The NAEYC Code Should Reflect Consensus in the Field

A code of ethics for early childhood educators should, to the greatest extent possible, reflect the consensus of the field rather than a viewpoint that is held by some individuals or groups or that is not widely accepted. We need to be sure that our code is useful for all early childhood educators, not just today but for generations to come. It must transcend current trends, which may change over time.

At the time the code was developed, we made a decision not to use the widely accepted term “developmentally appropriate practice” (DAP) within the NAEYC code, as advised by Professor Kipnis and debated by the group working on the document. The reasoning was that the term DAP might change or fall out of favor. Professor Kipnis recommended more generic wording that would express the idea of basing our practice on the knowledge of children’s development. Given the contexts then, that seemed like wise counsel when political pressure prompted some policy makers to object to the specific term DAP.

Core Values Must Be at the Heart of the NAEYC Code

The core values of our field lie at the heart of NAEYC’s “Code of Ethical Conduct.” These are not the same as personal values. They are not a matter of preference; rather, they express what a group of professionals holds to be essential and non-negotiable. The core values of early childhood education grow from central beliefs rooted in the history of the field, and they summarize our deepest commitments. Core values are an essential foundation for the NAEYC code because they make it possible to reach agreement about ethical behavior by moving from personal values to professional values that apply to all members of the field. For example, an educator’s personal value of neatness and order could be in conflict with the core professional value of basing early childhood practice on knowledge of how children develop and learn, which suggests that educators need to support messy play. All members of the profession need to respect their field’s core values, and they should urge each other to embrace them.

The NAEYC Code Should Include Both Aspirations and Rules

Because of the lack of central organization in our field, we realized that the NAEYC code needed to address two items that have very different purposes. The first is  ideals  (or aspirations) that describe desirable and exemplary professional behavior. Ideals point to traits that professionals want to emulate and to a vision of what the field should be like. The second is  principles  (or rules of professional conduct) that clearly spell out what early childhood educators should and should not do. These are rules that members of the profession are expected to follow. They are not optional.

The NAEYC Code Must Prioritize the Welfare of Children

Each section of the NAEYC code contains both ideals and principles that are applicable to a specific area of professional responsibility (children, families, colleagues, and community and society). Based on strong consensus from the field, the code was structured to place the highest priority on the welfare of children. It was soon clear that “Above all we shall not harm children” is our field’s first and guiding principle.

If the code was to be known and embraced by NAEYC’s members, they had to know that it was based on practitioners’ real experiences and that it involved deliberation by many members of the organization.

Our code directs early childhood educators to consider the best course of action in situations involving ethics by first focusing on Principle 1.1 and asking if the action being considered could harm children. If the answer is yes, it is educators’ moral obligation always to act in the way that protects the child’s well-being.

NAEYC Code of Ethics Timeline

1977:  NAEYC Governing Board develops a “Statement of Commitment” for members to embrace in their efforts to improve the quality of life for all children.

1984:  Stephanie Feeney and Kenneth Kipnis, working with NAEYC’s Ethics Commission, prepare a “Draft Code of Ethics and Statement of Commitment.”

1989:  Following a five-year review by NAEYC members, the Governing Board approves the “NAEYC Code of Ethical Conduct and Statement of Commitment.” The code is to be reviewed at intervals deemed appropriate by the Governing Board for possible revisions.

1992:  NAEYC Governing Board adopts revisions to the code.

1997:  NAEYC Governing Board adopts revisions to the code.

2004:  The board approves the “Supplement for Adult Educators.” This addition to the “Code of Ethical Conduct” is developed in collaboration with the National Association of Early Childhood Teacher Educators, the Associate Degree Early Childhood Teacher Educators, and the Division of Early Childhood of the Council for Exceptional Children.

2005:  Significant revisions are made to the code and adopted by the NAEYC Governing Board. These include the addition of a new core value, nine new ideals, and 14 new principles. Revisions focus primarily on respect for diversity and concerns regarding accountability and child assessments.

2006:  NAEYC Governing Board approves the “Supplement for Early Childhood Program Administrators.” This addition is developed with input from practitioners and the assistance of a board-appointed advisory workgroup.

2011:  The “NAEYC Code of Ethical Conduct and Statement of Commitment” is reaffirmed and updated to strengthen early childhood educators’ ethical responsibilities to families. This version is the one used today.

What Is Next?

Our code has served us well for over 32 years, and we hope that it will continue to guide moral decision making in our field for a long time to come. If we have done our work well; if our code is well-grounded in philosophy and reflects respect, fairness, autonomy, justice, and beneficence; if we have written not for concerns of the moment but for the enduring issues that early childhood educators face; if we have captured the core values that lie at the heart of who we are—then the NAEYC “Code of Ethical Conduct” will continue to withstand the test of time.

Our field will encounter— you  will encounter—new issues and challenges. We pass this “Code of Ethical Conduct” on to the next generation of early childhood educators. We hope you will view it not as a sacred text but instead as a living document that strengthens our commitment to the diverse children we all serve. We pass the torch to you with hope and trust. 

10-Plus Years of Focus on Ethics (2011-2022)

A message from naeyc: next steps for the code.

In the next year, it is expected that NAEYC, led by the Governing Board, will turn to revising the “Code of Ethical Conduct and Statement of Commitment” (last reaffirmed and updated in 2011). In keeping with the revision process for NAEYC position statements, the Governing Board will appoint a workgroup that consists of a wide range of stakeholders including practitioners, faculty, researchers, and others. There will be multiple opportunities for the entire field to weigh in on drafts throughout the revision process. The revisions to the position statement will be in keeping with the tenets of NAEYC’s other foundational position statements, including “Advancing Equity in Early Childhood Education,” “Developmentally Appropriate Practice (DAP),” “Early Childhood Program Standards,” and the “Professional Standards and Competencies for Early Childhood Educators.”

In addition, NAEYC hopes to continue publishing content related to the code of ethics, such as “The Code and COVID-19,” by Meir Muller and Angela C. Baum, in the Fall 2020 issue of  Young Children , and welcomes submissions on this topic for future issues of the journal.

Copyright © 2022 by the National Association for the Education of Young Children. See Permissions and Reprints online at  NAEYC.org/resources/permissions.

Feeney, S. 1987. “Ethical Case Studies for NAEYC  Reader Response.” Young Children 42 (4): 24-30.

Feeney, S., & N.K. Freeman. 1999. Ethics and the Early Childhood Educator: Using the NAEYC Code of Ethics . Washington, DC: National Association for the Education of Young Children.

Feeney, S., & N.K. Freeman. 2005. Ethics and the Early Childhood Educator: Using the NAEYC Code of Ethics . 2005 Code Edition. Washington, DC: National Association for the Education of Young Children.

Feeney, S., & N.K. Freeman. With P.J. Pizzolongo. 2012. Ethics and the Early Childhood Educator: Using the NAEYC Code of Ethics . 2nd ed. Washington, DC: National Association for the Education of Young Children.

Feeney, S., & N.K. Freeman. 2018. Ethics and the Early Childhood Educator: Using the NAEYC Code of Ethics . 3rd ed. Washington, DC: National Association for the Education of Young Children.

Feeney, S., N.K. Freeman, & E. Moravcik. 2000. Teaching the NAEYC Code of Ethical Conduct: Activity Sourcebook. Washington, DC: National Association for the Education of Young Children.

Feeney, S., N.K. Freeman, & E. Moravcik. 2008. Teaching the NAEYC Code of Ethical Conduct: Activity Sourcebook. 2005 Code Edition. Washington, DC: National Association for the Education of Young Children.

Feeney, S., N.K. Freeman, & E. Moravcik. 2016. Teaching the NAEYC Code of Ethical Conduct: A Resource Guide (2005/2011 Code). Revised ed. Washington, DC: National Association for the Education of Young Children.

Feeney, S., & K. Kipnis. 1985. “Professional Ethics in Early Childhood Education.” Young Children 40 (3): 54–58.

Katz, L.G., & E.H. Ward. [1978] 1991. Ethical Behavior in Early Childhood Education . Expanded edition. Washington, DC: National Association for the Education of Young Children.

NAEYC (National Association for the Education of Young Children). 1989. “Code of Ethical Conduct and Statement of Commitment.” Position statement. Washington, DC: NAEYC. 

NAEYC (National Association for the Education of Young Children). 2005. “Code of Ethical Conduct and Statement of Commitment.” Position statement. Washington, DC: NAEYC. 

NAEYC (National Association for the Education of Young Children). 2011. “Code of Ethical Conduct and Statement of Commitment.” Position statement. Washington, DC: NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Ethics%20Position%20Statement2011_09202013update.pdf

NAEYC (National Association for the Education of Young Children). 2004. “Code of Ethical Conduct and Statement of Commitment: Supplement for Adult Educators.” Position statement supplement. Washington, DC: NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ethics04_09202013update.pdf

National Association for the Education of Young Children. 2006. “Code of Ethical Conduct and Statement of Commitment: Supplement for Early Childhood Program Administrators.” Position statement supplement. Washington, DC: NAEYC.

National Association for the Education of Young Children. 2011. “Code of Ethical Conduct and Statement of Commitment: Supplement for Early Childhood Program Administrators.” Position statement. Washington, DC: NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/Supplement%20PS2011.pdf

Stephanie Feeney, PhD, is professor emerita of education at the University of Hawaii at Manoa. She is coauthor of NAEYC’s “Code of Ethical Conduct” and NAEYC’s books about professional ethics. She participated in the development of supplements to the code for adult educators and program administrators and has written extensively about ethics in early care and education. She is the author of numerous articles and books, including Professionalism in Early Childhood Education: Doing Our best for Young Children  and coauthor of Who Am I in the Lives of Children ?   [email protected]

Nancy K. Freeman, PhD, is professor emerita of education at the University of South Carolina in Columbia, where she was a member of the early childhood faculty. She has served as president of NAECTE and was a member of its board for many years. Nancy has written extensively on professional ethics since the 1990s, and has been involved in the Code’s revisions and in the development of its Supplements for Program Administrators and Adult Educators.   [email protected]

Eva Moravcik  is professor of early childhood education at Honolulu Community College and the site coordinator of the Leeward Community College Children’s Center in Pearl City, Hawaii. She is coauthor of Who Am I in the Lives of Children? (with Stephanie Feeney and Sherry Nolte) and  Meaningful Curriculum for Young Children  (with Sherry Nolte).  [email protected]

Vol. 77, No. 1

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