Biography: Elizabeth Shuey is a Policy Analyst in the Education and Skills Directorate at the Organisation for Economic Co-operation and Development (OECD) where she works on issues related to early childhood education and care. Previously, Elizabeth was a Society for Research in Child Development (SRCD) Policy Fellow within the U.S. Department of Health and Human Services. She has also worked at RTI International, the Federal Reserve Bank of Boston, and was a
Doris Duke Fellow for the Promotion of Child Well-Being as well as a Learning Sciences Exchange (LSX) Fellow. She holds a Ph.D. from the Eliot-Pearson Department of Child Study and Human Development at Tufts University.

Background: Early childhood education and care (ECEC) can give a strong start to all children by providing equitable opportunities and experiences that support development. Despite growing ECEC enrolment and recognition of the value of high-quality ECEC, investments in this sector remain below public spending for later stages of education, with implications for ensuring quality environments. ECEC staff – the teachers, pedagogues, assistants and other professionals who work directly with children daily – are at the core of ensuring that ECEC is of high quality for all children. These staff need strong initial preparation, opportunities to participate in ongoing professional development and supportive working conditions to engage in high-quality interactions with young children.

Method: This presentation will draw on ongoing policy research from the Organisation for Economic Co-operation and Development (OECD) as well as the OECD’s Starting Strong Teaching and Learning Survey (TALIS Starting Strong). TALIS Starting Strong is an international survey of staff and leaders working in ECEC settings. In 2018, data were collected in nine countries.

Results: Education and training of ECEC staff is highly variable, both within and across countries. Across countries, ECEC staff satisfaction with their jobs is high, although large groups of staff do not feel valued by society. The main sources of work-related stress for ECEC staff are insufficient resources and work hours spent outside their time with children.

Conclusions: Governments can improve the quality of ECEC through investments in staff training and better recognition of and support for this important profession.

Implications for children and families: ECEC staff generally feel valued by the families with whom they work: You are a critical partner in helping to recognise and promote the status of the ECEC profession in society more broadly.

Implications for practitioners: You are the foundation of high-quality ECEC: Your daily interactions with children are essential for supporting their development, learning and well-being.

Key words: professionals’ voices, education, international communities, policy, workforce issues

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 4: Quality Education