When addressing the learning crisis, quality living conditions and relationships are as important for families as school systems—from the prenatal period onward.
This paper strengthens the evidence base on child development and the role of supportive environments in early learning and well-being. It approaches the topic through the lens of family and child policies.
The research presents a systematic review of global literature published in the past 10 years. It draws on more than 200 quality-assured empirical studies. The paper offers a rigorous overview of the links between family policy, child-centred conditions, and outcomes in early learning, well-being, and foundational development.
The analysis applies the L4WB living systems framework. It considers individual child attributes, developmental trajectories, and the role of key environments and stakeholders. The paper highlights the importance of cross-sectoral approaches. It provides recommendations for policy and practice rooted in a socio-ecological perspective.
UNESCO commissioned this study to inform its 2024 Global Report on Early Childhood Care and Education. The project ran from June 2023 to June 2024.
For more information about the project, please contact us.
