The TALIS Starting Strong Survey provides early childhood staff and centre leaders with an opportunity to share insights on their professional development; pedagogical beliefs and practices; and working conditions, as well as various other leadership, management and workplace issues.
The survey seeks to identify strengths of and improvement opportunities for early childhood learning and well-being environments across different countries and jurisdictions, while identifying factors that are open to change. The survey also builds on the OECD‘s study of the teaching profession, the OECD Teaching and Learning International Survey (TALIS).
The TALIS Starting Strong Survey will compare early childhood settings within and across countries, highlighting diversity within systems and identifying points of commonality. Information gained from the data will inform and facilitate policy discussions about staff’s working conditions and training needs, and can help enhance the overall quality of the workforce.
The survey is part of the OECD’s long-term strategy to develop early childhood education and care data, and will serve as the foundation for future analyses of what works for young children.
Starting Strong Teaching and Learning International Survey 2018 - Conceptual Framework, Instruments and Reporting Plans
1. STARTING STRONG TEACHING AND
LEARNING INTERNATIONAL SURVEY 2018:
CONCEPTUAL FRAMEWORK, INSTRUMENTS
AND REPORTING PLANS
Webinar, 13 March 2019
Andreas Schleicher
OECD Director for Education and Skills
2. Brain sensitivity of highly important developmental areas
peak in the first three years of a child’s life
Sources: Adapted from Council for Early Childhood Development, (2010), in Naudeau S. et al. (2011).
3. Enrolment of 3 to 5-year-olds in Early Childhood Education
and Care increased in the past decade
0
10
20
30
40
50
60
70
80
90
100
France
UnitedKingdom
Israel
Belgium
Denmark
Iceland
Spain
Norway
Sweden
Italy
Germany
Netherlands
Korea
NewZealand
Latvia
Hungary
Japan
Estonia
Austria
EU23average
Slovenia
Portugal
CzechRepublic
OECDaverage
Luxembourg
Australia
Poland
Lithuania
RussianFederation
Mexico
Brazil
Chile
Finland
Colombia
Ireland
Argentina
SlovakRepublic
Indonesia
UnitedStates
Greece
CostaRica
Switzerland
Turkey
SaudiArabia
% 2016 2010 2005
Source: OECD (2018), Education at a Glance 2018: OECD Indicators
3
4. Enrolment in early childhood education and care
0
10
20
30
40
50
60
70
80
90
100
110
% Enrolment rates for children under the age 3 Enrolment rates at age 3 Enrolment rates at age 4 Enrolment rates at age 5
Source: OECD (2018), Education at a Glance 2018: OECD Indicators
Enrolment rates in early childhood education and primary education, by age (2016)
5. Children who need it most are less likely to have access
to early childhood education and care
0
10
20
30
40
50
60
70
80
90
100
B-S-J-G(China)
Croatia
Lithuania
Colombia
DominicanRepublic
Montenegro
Malaysia
CostaRica
UnitedStates
Turkey
Peru
SlovakRepublic
Qatar
Slovenia
Russia
Uruguay
Finland
Tunisia
Canada
Australia
Norway
Mexico
Chile
Brazil
Sweden
UnitedArabEmirates
Ireland
OECDaverage
Luxembourg
Austria
Portugal
Estonia
France
Spain
UnitedKingdom
Bulgaria
Germany
ChineseTaipei
Israel
Greece
*Cyprus
CzechRepublic
Thailand
NewZealand
Denmark
Belgium
HongKong(China)
Hungary
Iceland
Latvia
Korea
Switzerland
Singapore
Japan
Italy
Macao(China)
Disadvantaged students (bottom quarter) Advantaged students (top quarter)
Source: Starting Strong 2017, Key OECD Indicators on Early Childhood Education and Care; PISA online education database
Percentage of 15-year-old students who had attended preschool for two years or more, by socio-economic status (2015)
6. The many sources of inequalities in participation in
early childhood education and care
2.0
2.2
2.4
2.6
2.8
3.0
3.2
3.4
Bottom
quarter
Top quarter Public Private Rural area Town City
School socio-economic
profile
Type of school School location
In years
Differences in duration of attendance at early childhood education and care, by
school characteristics
Source: OECD, Programme for International Student Assessment database
7. Beyond access, Early Childhood Education and Care quality matters
for child development and learning and well being
Physical, human, and
material resources (e.g.
child-staff ratios, staff
qualifications)
ECEC Structural
Quality
ECEC Process
Quality
Child Development,
Learning, and Well-
being
Process Quality
7
8. • To approximate the quality of ECEC learning and well
being environment
• Learn about the drivers of quality
• A tool for policy makers and researchers to monitor and
compare ECEC systems at the international level
Building on TALIS 2018 and OECD Starting Strong policy
reviews
Why an international survey of Early Childhood
Education and Care Workforce?
8
9. The TALIS
Starting Strong
Survey
is a partnership between
An international
consortium
OECD
Governments
in 9 countries
ECEC staff and
teacher unions
Who is involved in the project?
IEA, Rand Europe,
Statistics Canada
Experts: Questionnaire
Expert Group
9
Experts: Technical
Advisory Group
10. Which countries participate in the first cycle?
Chile
Japan
Iceland
Turkey
Israel
Countries participating for
pre-primary education
Countries participating for pre-primary
education and children under the age of 3
10
Germany
Denmark
Norway
Korea
11. • Leaders
• Teachers
• Assistants
• Staff for individual children
• Staff for special tasks
Who is being surveyed?
Leader
questionnaire
Staff
questionnaire
Several perspectives on the same theme
11
12. What are the themes of the survey?
ECEC Environment for Children’s
Development, Well-Being and Learning
Staff/Leader-Child
Interactions
ECEC Centre
Characteristics
Leader & Staff
Characteristics
Equity and
Diversity
12
14. Good working conditions are needed to
attract qualified staff
In almost half of OECD countries, salary differences show that pre-primary teachers are
paid less than primary teachers (in % of pre-primary teacher salary) (2016)
-10%
0%
10%
20%
30%
40%
50%
60%
Parity of salaries
between pre-primary
and primary school
teachers
Source: OECD (2018), Education at a Glance 2018: OECD Indicators
14
15. Leader and staff characteristics: Indicators
(examples)
Background and initial preparation
Age, gender
Employment status, work experience
Qualification
Characteristics of initial preparation
Professional development
Participation in professional development activities
Type and content of professional development
Staff needs for further professional development
Incentives, resources, and barriers to participate
Well-being
Career aspirations
Satisfaction with career and profession
Perception of the value of the profession
Sources of work stress
Self-efficacy relating to
Equity and diversity practices
Process quality of staff-child interaction
Assessment and monitoring of children
Shortage of resources (staff, ICT, materials, physical
space)
15
16. Characteristics of initial preparation: Staff report
(question example)
Were the following elements included in your formal <education or training> programme?
Yes No
a) Content related to child development (e.g., socio-emotional, motor, cognitive or self-
regulation) o1 o2
b) Content related to child health or personal care (e.g. hygiene) o1 o2
c) Facilitating play o1 o2
d) Facilitating creativity and problem solving o1 o2
e) Facilitating children’s transitions from <ISCED 2011 Level 0> to <ISCED 2011 Level 1> o1 o2
f) Working with parents or guardians/families o1 o2
g) Learning theories (e.g. socio-cultural, behavioural, cognitive, constructivist) o1 o2
h) Facilitating learning in literacy and oral language o1 o2
i) Facilitating learning in mathematics/numeracy o1 o2
j) Facilitating learning in science and technology o1 o2
k) Facilitating learning in arts o1 o2
16
18. Staff/Leader-child interactions (process
quality): Indicators
Staff/Leader-child interactions
Beliefs about enhancing the development of children’s
abilities and skills
Facilitating, language, literacy and numeracy learning
Facilitating play and child initiated activities
Facilitating prosocial behaviour; Staff emotional
support for children
Pedagogical practices with second language learners
Self-efficacy regarding process quality of staff-child
interaction
Time spent on process quality
Monitoring children’s development, well-being
and learning
Content of pre-service education regarding
assessment and monitoring
Content of professional development and need for
further development regarding assessment and
monitoring
Self-efficacy regarding the assessment and monitoring
of children
Time spent on the assessment and monitoring of
children
Staff engagement in collaborative practices related to
the assessment and monitoring of children
18
19. Facilitating prosocial behaviour: Staff report
(question example)
To what extent do the following apply to <ECEC staff> at this <ECEC centre>?
Not at
all
Very
little
To some
extent A lot
e) <ECEC staff> encourage sharing amongst children o1 o2 o3 o4
f) <ECEC staff> encourage children to help each other
o1 o2 o3 o4
g) <ECEC staff> encourage children playing in small groups
to include other children o1 o2 o3 o4
h) <ECEC staff> encourage children if they comfort each
other o1 o2 o3 o4
19
20. Facilitating play and child initiated activities: Situational
Judgement Item (question example)
Suppose that five three-year old children are playing with different toys of their choosing.
In an ideal situation where you could choose what to do during this time, what would you do?
I would
definitely do this
I would
probably
do this
I would
probably
not do this
I would
definitely
not do this
a) I would play with the children by following their lead o1 o2 o3 o4
b) I would let children play by themselves and only intervene
when they request it o1 o2 o3 o4
c) I would contribute to children’s play by asking questions
or providing explanations o1 o2 o3 o4
d) I would encourage children to play together rather than
joining in their play o1 o2 o3 o4
e) I would contribute to children’s play by providing new
ideas or materials o1 o2 o3 o4
Situational Judgement Items attempt to:
• Capture what respondents would do, rather than how often
staff exhibit certain behaviour
• Limit social desirability bias: Respondents tend to answer in a
manner that will be viewed favorably by others
• Limit cultural bias : Respondents in some cultures tend to use
the extremities of the scales (e.g. A lot), while respondents in
other cultures tend to choose the response in the middle (e.g.
To some extent).
20
22. Large variability in the child-to-teacher ratio
across countries
Rate of children to teaching staff in early childhood education (2016)
0
5
10
15
20
25
30
35
Child-to-teachingstaffratio
Pre-primary education (ISCED 02) Early childhood educational development (ISCED 01)
Source: OECD (2018), Education at a Glance 2018: OECD Indicators
22
23. ECEC centre characteristics: Indicators
(examples)
Structural quality characteristics
Centre staff human resources
Centre funding and budget constraints
Staff attrition and turnover
Centre location and environment of the neighbourhood
Pedagogical and administrative leadership
Appraisal and feedback
Distribution of tasks
Pedagogical leadership
Time spent on leadership
Climate
Climate for staff learning
Number of working hours
Sources of work stress
Staff beliefs about spending priorities
Stakeholder relations
Parent or guardian engagement
Relationship with other stakeholders
Transition to other education level
23
24. Centre funding, human and budget constraints: Leaders
report (question example)
To what extent do the following limit your effectiveness as an <ECEC centre leader> in this <ECEC
centre>?
Not at all
To some
extent Quite a bit A lot
a) Inadequate <ECEC centre> budget and resources
o1 o2 o3 o4
b) Government regulation and policy o1 o2 o3 o4
c) <ECEC staff> absences o1 o2 o3 o4
d) <ECEC staff> shortage o1 o2 o3 o4
e) Lack of parent or guardian involvement and support
o1 o2 o3 o4
f) Lack of opportunities and support for my own
professional development o1 o2 o3 o4
g) Lack of opportunities and support for <ECEC staff’s>
professional development o1 o2 o3 o4
24
26. Children who need it the most are less
likely to have access to ECEC
Percentage of 15-year-old students who had attended preschool for two years or more, by
socio-economic status (2015)
0
10
20
30
40
50
60
70
80
90
100
B-S-J-G(China)
Croatia
Lithuania
Colombia
DominicanRepublic
Montenegro
Malaysia
CostaRica
UnitedStates
Turkey
Peru
SlovakRepublic
Qatar
Slovenia
Russia
Uruguay
Finland
Tunisia
Canada
Australia
Norway
Mexico
Chile
Brazil
Sweden
UnitedArabEmirates
Ireland
OECDaverage
Luxembourg
Austria
Portugal
Estonia
France
Spain
UnitedKingdom
Bulgaria
Germany
ChineseTaipei
Israel
Greece
*Cyprus
CzechRepublic
Thailand
NewZealand
Denmark
Belgium
HongKong(China)
Hungary
Iceland
Latvia
Korea
Switzerland
Singapore
Japan
Italy
Macao(China)
Disadvantaged students (bottom quarter) Advantaged students (top quarter)
Source: Starting Strong 2017, Key OECD Indicators on Early Childhood Education and Care; PISA online education database
26
27. Cross-cutting theme: Equity and diversity
Equity and diversity
Composition of child population in the centre
Composition of the target group of children in (a particular group of children the respondent has experience
with)
Approaches to diversity
Pedagogical practices with second language learners
27
28. Diversity in activities and practices: Self report
measure (question example)
When considering daily interactions with children, to what extent do the following apply to this <ECEC
centre>?
Not at all Very little To some extent A lot
a)
The use of books and pictures featuring people from a
variety of ethnic and cultural groups o1 o2 o3 o4
b)
Books or toys show people from different ethnic and
cultural groups in a variety of professional and social roles o1 o2 o3 o4
c)
The children sometimes play with toys and artefacts from
cultures other than the ethnic majority o1 o2 o3 o4
d)
Some activities emphasise what people from different
ethnic and cultural groups have in common o1 o2 o3 o4
28
30. Which publications are planned?
First volume and International Database: October 2019
Theme: QUALITY in Early Childhood Education and Care
Quality from
factors that are
most proximal to
those that are
more distal
30
31. Which publications are planned?
Second volume : 2020
Theme: A high quality Early Childhood Education and Care
WORKFORCE
THREE major
areas to build
and maintain a
high quality
workforce
Leadership
and
management
Working
conditions
Workforce
skills
development
And a thematic report on Early Childhood Education and Care for children
under the age of 3 (2020) 31
32. Where to find the information?
32
Starting Strong Teaching and Learning International Survey 2018
Conceptual Framework : https://doi.org/10.1787/106b1c42-en
Further information on the Survey and the questionnaires:
http://www.oecd.org/education/school/oecd-starting-strong-teaching-
and-learning-international-survey.htm
More information about other projects on early childhood education
and care:
http://www.oecd.org/education/school/earlychildhoodeducationandcar
e.htm
Forthcoming: Document on Situational Judgment items
33. THANK YOU FOR YOUR
ATTENTION
Questions?
startingstrongsurvey@oecd.org
www.oecd.org/education/school/earlychildhoodeducationandcare.htm
33
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and to the name of any territory, city or area.
The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan
Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.