Rebecca Merkley is part of a broad initiative with UNESCO called the Global Alliance on the Science of Learning for Education.
As background research to assist in drafting UNESCO’s 2024 Global Report on Early Childhood Care and Education:The right to a strong foundation, she was commissioned to write a brief on the evidence supporting the development of literacy and numeracy in the early years
That report was released in June 2024: https://www.unesco.org/en/articles/right-strong-foundation-global-report-early-childhood-care-and-education
More recently, her brief was published as a stand-alone working paper: https://unesdoc.unesco.org/ark:/48223/pf0000395410
Here’s the executive summary:
Current estimates suggest that 70% of 10-year-old children in lower middle-income countries (LMICs) do not reach minimum proficiency levels in literacy and numeracy (World Bank et al., 2022). Scientific evidence highlights the role of early experiences in shaping developmental trajectories and influencing academic outcomes across the lifespan. Targeting learning in the early years could have significant positive impacts on children’s achievement and reduce global inequities. Research findings on early learning should be shared with parents and educators, as caregivers play a crucial role in fostering strong learning foundations. Policies that provide support for caregivers of young children and access to high quality early childhood care and education (ECCE) have the potential to promote proficiency in literacy and numeracy on a global scale. This brief provides an overview of research across multiple disciplines that explores the development of literacy and numeracy from birth to age 8.
Congratulations Rebecca!