Finding Clues and Implications for Success on the PISA: An Overview of Chinese, Singaporean, Estonian, Canadian, and Finnish Early Childhood Education and Care

Date

2024-06-01

Author

Eryiğit, Sümeyra
Tonga Çabuk, Funda Eda
Erden, Feyza
Yalçın, Fatma

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The significance of early childhood education and care (ECEC) with respect to the development and future success of children as well as the wellbeing of society has long been established. Hence, the intent of the study was to investigate ECEC in China, Singapore, Estonia, Canada, and Finland, where successful results on the Programme for International Student Assessment (PISA) have been a common occurrence. Using Bereday’s model of comparative research, data were gathered from various sources and investigated. Thus, the demographic information, general outlook of educational systems, organization of ECEC, teacher qualifications, and funding and fees were illustrated to understand the future implications of ECEC. To provide better ECEC opportunities and ensure future success for learners, the significance of higher enrolment rates, a wider range of ECEC services, a higher GDP allocated to ECEC, better teacher qualifications, financial opportunities for families, a lower teacher- child ratio, and group size were highlighted.

Subject Keywords

Early childhood education and care, PISA, educational systems, international assessment

URI

http://dx.doi.org/10.17556/erziefd.1376854
https://hdl.handle.net/11511/110215

Collections

Graduate School of Social Sciences, Article