The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood. This report sets out the findings from the International Early Learning and Child Well-being Study in the United States. The study assesses children’s skills across both cognitive and social-emotional development, and how these relate to children’s early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children’s parents and educators. It provides comparative data on children’s early skills with children from England and Estonia, who also participated in the study, to better identify factors that promote or hinder children’s early learning. (author abstract)

Table of Contents: Foreword; Reader’s guide; Abbreviations and acronyms; Executive Summary; Early learning matters: The International Early Learning and Child Well-being Study; The context of early learning in the United States; Results of the early literacy and numeracy assessments in the United States; Results of the self-regulation assessments in the United States; Results of the social-emotional skills assessment in the United States; Summary and conclusions; Technical note