Starting Strong does not involve children; it surveys kaiako and leaders working in early learning.

What is TALIS Starting Strong?

The Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is an international, large-scale survey of educators and leaders in early childhood education and care. The survey was developed from the OECD’s study of the teaching profession, the Teaching and Learning International Survey (TALIS), in which New Zealand has taken part since the 2013 cycle. For more information about TALIS, see the TALIS page.

The main goal of the survey is to generate international information useful for developing and implementing policies focusing on the early childhood workforce, emphasising factors that promote (directly or indirectly) children’s learning, development, and wellbeing.

The survey provides early learning kaiako and leaders with an opportunity to share insights on their professional development; pedagogical beliefs and practices; and working conditions, as well as various other leadership, management, and workplace issues such as wellbeing and stress.

Leaders and kaiako from early learning services took part in mid-2024. The next time the study runs internationally will be 2030.

In New Zealand in 2024, the final group of participants were from education & care services, kindergarten, playcentre, and home-based settings.

Due to low participation numbers the survey responses can only represent the experiences of the individuals participating and cannot be generalised to the wider workforce.

Starting Strong data was collected at two levels: pre-primary education and staff and leaders working with children under age 3.

Internationally, pre-primary settings are typically for children aged 3-5. New Zealand is an unusual participant in that children typically begin primary school at 5, whereas in most other countries children begin primary school at age 6.

Participating countries and education systems

Those who took part in both levels are in bold.

International participants at the pre-primary level were: Belgium (Flemish community), Chile, Colombia, Denmark, Finland, Germany, Ireland, Israel, Japan, Morocco, New Zealand, Norway, Spain, Sweden and Türkiye.

There were fewer participants in the survey of staff and leaders working with children under age 3: Belgium (Flemish community), Canada (New Brunswick, Québec), Germany, Ireland, Israel, New Zealand and Norway.

The Ministry of Education’s Educational Measurement and Assessment Team manages the implementation of TALIS in New Zealand.