In a nutshell
The OECD’s International Early Learning and Child Well-being Study (IELS), the largest survey of its kind in the world, has provided fresh insights into what helps children thrive in their earliest years. Drawing on data from more than 23,000 five-year-olds across multiple countries, the study found that children’s early experiences are closely linked to their language development, self-regulation and social-emotional skills by age five.
Many of the experiences highlighted in the research – from responsive caregiving and shared reading to play-based exploration – are already part of everyday life at My First Skool Infant Care. Here’s what the research found, and how these principles come to life throughout a child’s day.
There is a question almost every new parent in Singapore wrestles with at some point. Is keeping the baby at home with a trusted helper, or with the grandparents who clearly adore them, really going to hold them back? Or is there something about structured infant care that makes a genuine difference to how a child develops?
Addressing the growing demand and core questions parents in Singapore face when evaluating childhood environments.
The Research Framework: Foundations for Life
In 2026, the Organisation for Economic Co-operation and Development published Building Strong Foundations for Life, the results of its International Early Learning and Child Well-being Study. It assessed more than 23,000 five-year-olds across eight countries and is the first study of its kind to give a genuinely comparable picture of how children are developing at the start of their learning journey.
The central finding is that children who attended quality early childhood education and care settings in their earliest years had measurably better outcomes by age five across literacy, numeracy, self-regulation, and social development. Not all settings are equal though. A large share of the differences in outcomes came down to the quality of the individual centre a child attended.
“By the age of 5, the story is already being written. Early childhood development is not just a warm-up act for education; it is the foundation.”
— Andreas Schleicher, Director for Education and Skills, OECD, 2026
Three things the research found that are worth knowing
Insight 01
Learning & Play
The OECD study highlights that children’s well-being, social-emotional development and learning are closely connected. Both free play and guided play build literacy, numeracy, communication, and emotional skills simultaneously.
Insight 02
Self-Regulation
A child’s ability to manage their behaviour, sustain attention, and regulate emotions by age five may be a stronger predictor of long-term outcomes than early reading or maths scores alone.
Insight 03
Timelines
In every country surveyed, girls outperformed boys in social and emotional development by age five. This gap shows up well before formal school begins.
Active exploration where children are fully engaged in discovery while educators guide their development.
A day at My First Skool Infant Care – and what the research says about it
With nearly 50 years of trusted experience in early childhood, My First Skool supports infants through responsive care, meaningful interactions and age-appropriate experiences that nurture their development from the very beginning. Many of the practices highlighted by the research are already woven into the everyday experiences of children at My First Skool. Here is what a typical day looks like, and where the science now lines up.
1. Breakfast
Morning · 8:00 AM
Meals follow Health Promotion Board guidelines and are tailored to each child’s developmental stage. For infants beginning solid foods, educators work closely with parents to introduce new foods at an individual pace with patience, attentiveness, and care.
OECD confirms: Physical wellbeing and responsive interactions during everyday routines play an important role in supporting children’s early development.
2. Sensory Time
Morning
Soft scarves, textured materials, water play and natural objects give infants opportunities to explore with all their senses. Educators introduce new words and describe what children are touching to build language and thinking skills.
OECD confirms: Children learn best through active exploration and rich interactions with responsive adults.
3. Routine Care
Throughout the Day
Nappy changes, handwashing, and care steps are treated as meaningful learning opportunities. A smile, song, or simple conversation helps children feel safe, seen, and supported.
OECD confirms: Responsive caregiving supports the development of self-regulation, emotional wellbeing and positive relationships.
4. Lunch
Afternoon · 12:00 PM
Lunches meet nutritional guidelines. Educators name foods, describe tastes and textures, and follow each baby’s cues to ensure mealtimes feel unhurried and conversational.
OECD confirms: Everyday conversations help build the language foundations that support later learning.
5. Naptime
Afternoon
Infants rest according to their natural developmental needs in a calm, familiar environment, supporting healthy routines rather than a rigid schedule.
OECD confirms: Predictable and responsive routines support children’s wellbeing and self-regulation.
6 & 7. Teatime, Music & Movement
Afternoon
Older infants have soft snacks while younger ones continue with milk feeds. Action songs, simple instruments, and movement games allow babies to clap, kick, and sway to build motor skills, language, and connection.
OECD confirms: Music and movement support children’s language, motor and social-emotional development.
8. Storytelling & Shared Reading
Throughout the Day
Books are kept within reach in our infant spaces. Educators read with expression, follow interests, and turn stories into active language conversations to enhance imagination.
OECD confirms: Shared reading is strongly associated with positive early learning outcomes.
What This Means for Parents
If you’re exploring infant care in Singapore, the OECD findings offer a reassuring message: children do not need formal lessons to thrive in their earliest years. What matters most are responsive relationships, meaningful interactions, opportunities to explore through play, and caring adults who understand their developmental needs. At My First Skool Infant Care, these experiences are woven into everyday moments.
Carefully designed environments configured to foster confidence, peer interaction, and independence.
See These Everyday Moments In Person
From responsive caregiving to play-based exploration, discover how we support children in their earliest years.
Questions parents often ask us
My First Skool welcomes infants from two months old. While every family situation is different, research shows that a child’s earliest years are a period of rapid growth and development where responsive caregiving and rich exploration support them completely.
Grandparents provide love, security and continuity of care. Infant care does not replace that relationship; instead, it complements it by combining nurturing home setups with structured rich learning experiences.
Every child develops differently. At My First Skool Infant Care, children benefit from responsive educator-child relationships, opportunities to interact with peers and age-appropriate play experiences that support language, self-regulation, and wellbeing.
Relationships are at the heart of everything we do. Our infant-to-educator ratios are designed to ensure that every child receives responsive and attentive care, with educators taking time to understand individual preferences and milestones.
My First Skool is part of NTUC First Campus, one of Singapore’s largest early childhood organisations with 49 years of experience and over 160 centres islandwide. Our infant care programme is built on a relationship-based approach where caregiving, interaction, and play are beautifully synchronized.
