This working paper explores how family and child policies can support learning and well-being from the earliest years. It highlights the critical role of families, home environments, communities and nurturing relationships in shaping children’s development. The evidence shows that children’s earliest experiences have a lasting influence on learning and well-being, underscoring the need for stronger investment in early childhood and coordinated policies that support children before they enter school.
The paper applies the Learning for Well-being living systems framework, which views children as part of interconnected systems and considers the role of families, communities and other influential environments in helping each child fulfil their unique potential. It calls for cross-sectoral, evidence-informed policies and sustained investment to support children and caregivers, reduce inequalities and strengthen the foundations for lifelong learning and well-being.
This working paper was commissioned by UNESCO to inform its 2024 Global Report on Early Childhood Care and Education.
