Education

The first 5 years: How data shapes childhood well-being

Ritchelle Drilon
May 14, 2026

The early years of childhood shape how people learn, communicate, build relationships and engage with the world throughout their lives.

A major international study from the OECD is helping build a clearer picture of how children develop during this critical stage and what supports stronger outcomes before formal schooling begins.

The International Early Learning and Child Well-being Study examines how five-year-old children are developing across a broad range of areas linked to learning and well-being. Rather than focusing only on academic ability, the study looks at the wider skills children need to thrive.

These include early literacy and numeracy, problem-solving, self-regulation, emotional development and social skills.

Together, these capabilities form the foundation for future learning, participation and wellbeing.

One of the study’s defining features is the way children are assessed. Instead of formal testing environments, children take part in interactive, story-based activities delivered through a tablet and guided one-on-one by trained assessors.

The approach was designed specifically for young children, allowing them to demonstrate what they know and can do in ways that reflect how children naturally learn and engage.

The findings show that differences in learning and development are already visible by the age of five. Factors such as socio-economic background, gender and home learning environments all play a role in shaping early outcomes.

The study also highlights the importance of strong relationships between families, educators and early learning services. Access to high-quality early childhood education and care continues to emerge as a key factor in supporting children’s development.

The Australian Council for Educational Research played a leading role in designing and delivering the study, including developing the assessment framework, measurement tools and research methods used across participating countries.

Researchers say the work reflects growing recognition that measuring children’s development in the early years requires approaches that are both evidence-based and responsive to how young children learn.

Beyond this study, there is an increasing global focus on improving how early childhood development is understood and measured. Policymakers, educators and community organisations are seeking better evidence to guide investment and improve outcomes for children from the earliest stages of life.

The study also reflects a broader shift in education thinking.

Success in the early years is no longer viewed solely through academic achievement. Emotional wellbeing, resilience, communication and social development are increasingly recognised as equally important foundations for lifelong learning.

By combining direct assessments with insights from parents and teachers, the study offers a more complete picture of children’s experiences and development.

For education systems and community leaders, the message is clear: supporting children early matters. The environments children grow up in, the relationships they experience and the opportunities available to them before school all shape the foundations they carry into the future.