Principal characteristics
Programmes at ISCED level 0, or early childhood education, are typically designed with a holistic approach to support childrens early cognitive, physical, social and emotional development and introduce young children to organized instruction outside of the family context. ISCED level 0 refers to early childhood programmes that have an intentional education component. These programmes aim to develop socio-emotional skills necessary for participation in school and society. They also develop some of the skills needed for academic readiness and prepare children for entry into primary education.
At this level, programmes are not necessarily highly structured but are designed to provide an organized and purposeful set of learning activities in a safe physical environment. They allow children to learn through interaction with other children under the guidance of staff/educators, typically through creative and play-based activities.
ISCED level 0 programmes target children below the age of entry into ISCED level 1. There are two categories of ISCED level 0 programmes: early childhood educational development and pre-primary education. The former has educational content designed for younger children (in the age range of 0 to 2 years), whilst the latter is designed for children from age 3 years to the start of primary education.
Programmes classified at ISCED level 0 may be referred to in many ways, for example: early childhood education and development, play school, reception, pre-primary, pre-school, or educación inicial. For programmes provided in crèches, daycare centres, nurseries or guarderías, it is important to ensure that they meet the ISCED level 0 classification criteria specified below. For international comparability purposes, the term early childhood education is used to label ISCED level 0.
Classification criteria
For the definition of early childhood education, the following criteria are relevant:
Main criteria
a) Educational properties of the programme;
b) Institutional context;
c) Typical target age of children for whom the programme is designed and
d) Programme intensity/duration.
Subsidiary criteria
a) Staff qualifications;
b) Existence of a regulatory framework; and
c) Typically not part of compulsory education.
The educational properties of early childhood educational development are characterised by a learning environment that is visually stimulating and language-rich. These programmes foster self-expression, with an emphasis on language acquisition and the use of language for meaningful communication. There are opportunities for active play, so that children can exercise their coordination and motor skills under supervision and through interaction with staff. Programmes providing only childcare (supervision, nutrition and health) are out of scope.
The educational properties of pre-primary education are characterised by interaction with peers and educators, through which children improve their use of language and social skills, start to develop logical and reasoning skills, and talk through their thought processes. They are also introduced to alphabetical and mathematical concepts, and encouraged to explore their surrounding world and environment. Supervised gross motor activities (i.e. physical exercise through games and other activities) and play-based activities can be used as learning opportunities to promote social interactions with peers and to develop skills, autonomy and school readiness.
ISCED level 0 programmes are usually school-based or otherwise institutionalised for a group of children (e.g. centre-based, community-based, home-based). ISCED level 0 excludes purely family-based arrangements that may be purposeful but are not organized in a programme (e.g. informal learning by children from their parents, other relatives or friends is not included under ISCED 0).
Within ISCED 0, early childhood educational development programmes are targeted at children aged 0 to 2 years; and pre-primary education programmes are targeted at children aged 3 years until the age to start ISCED 1. The upper age limit for the pre-primary education category depends in each case on the theoretical age of entry into ISCED level 1, i.e. primary education.
ISCED recommends the following minimum intensity and duration to improve cross-national comparability: education programmes must account for at least the equivalent of 2 hours per day and 100 days a year of educational activities in order to be classified in ISCED.
Where appropriate, the requirement of pedagogical qualifications for educators is a good proxy criterion for an education programme in those education systems in which such a requirement exists. It serves to distinguish early childhood education from childcare for which no explicitly pedagogically-trained staff is required.
Where relevant, the existence of a reference or regulatory framework issued or recognised by relevant national authorities (e.g. a ministry of education, other relevant ministry or affiliated institution) is a good proxy criterion for an education programme. This would include guidelines, standards or instructions that describe the learning opportunities provided to young children.
In education systems that have compulsory schooling, non-compulsory education programmes which are designed to take place before the start of compulsory education and which fulfil the criteria above are classified as ISCED level 0. In addition, in some countries the first stage or cycle of compulsory education may also be classified at ISCED level 0 if it fulfils the criteria at this level. Thus, the beginning of compulsory education is not a sufficient criterion to distinguish ISCED level 0 programmes from ISCED level 1 programmes, even though this may be the case in some education systems.
