When it comes to addressing the learning crisis, quality living conditions and relationships are as important for families as school systems, from the prenatal period onwards
This paper adds to the evidence base on child development and supportive environments for early learning and well-being, through the lens of family and child policies. Through a systematic review of the global literature from the last 10 years, involving over 200 quality-assured empirical studies, it provides a rigorous overview of links between child and family policy, conditions proximal to the child, and early learning, well-being, and foundational learning. This is operationalised through the L4WB living systems framework, accounting for individual child attributes and development trajectories, and the pertinent role of influential environments and key stakeholders. It highlights the significance of cross-sectoral approaches and provides recommendations for policy and practice from a socio-ecological perspective.
The paper was commissioned by UNESCO and informs UNESCO’s Global Report on Early Childhood Care and Education, 2024. The project runs from June 2023 to June 2024.
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