A Good Start: ECEC Systems in Italy and Europe

Early childhood education and care services (ECEC, ages 0–6) in Italy—particularly those for children under the age of 3—have seen growth over time in both the availability of places and participation rates among young children, although more slowly than in other European countries. Significant socioeconomic and territorial disparities persist, however, which—together with other barriers to access—disproportionately affect participation among children whose parents face economic and employment disadvantages, social vulnerability, or have a migrant background.

In some cases, as participation increases, these disparities actually widen. The participation gap among children under 3 from high-income versus low-income families in Italy, has more than doubled over the past twenty years in favor of the former: the difference was 7.5 percentage points in 2005–06, when overall participation was still below 25%, and rose to 19 points in 2023–24, when around 35 out of 100 children in that age group attended nursery schools or similar services.

Italy’s ECEC therefore suffers from a lack of equity, although it is not the only country in Europe to do so. Moreover, efforts to support the quality of services remain a priority.

Service availability, access and quality remain critical policy issues, especially in light of longstanding international research showing that participation in high-quality ECEC services can provide early support to strengthen cognitive, relational, and social skills, with long-term benefits across individuals’ life courses. Such benefits are particularly evident for children from disadvantaged backgrounds, helping to reduce gaps in development, learning, and socialization.

These issues and policy responses are explored in a comparative study on ECEC services in France, Germany, England, Spain, and Italy, promoted by the Fondazione Agnelli and conducted by a group of national and international researchers, coordinated by Francesca Bastagli (Head of Research, Fondazione Agnelli) and Emmanuele Pavolini (Professor of Economic Sociology, University of Milan). The study—representing the first output of the broader multi-year “Zero Sei” program of the Fondazione Agnelli—was released today in a summary report titled A Good Start: ECEC Systems in Italy and Europe.

The research stems from the awareness that the expansion and improvement of the quality of ECEC services are now strategic priorities for public policy in Europe. Three major issues are at stake in these efforts:
(i) children’s growth and development, alongside the reduction of inequalities;
(ii) the reconciliation of work and caregiving responsibilities, particularly to support female employment;
(iii) responses to declining birth rates, which make it increasingly important to better support families in their caregiving and educational responsibilities.

“Two priorities emerge from the research,” explained Francesca Bastagli. “First: expanding access to early childhood education and care services, particularly for children from disadvantaged socioeconomic backgrounds, who stand to benefit the most but are also at greater risk of exclusion. Second: promoting the quality of services. In pursuing these goals, countries face policy ‘dilemmas’ or trade-offs, arising from a combination of the institutional structure of ECEC systems and of demographic and labor market changes underway. The comparative analysis identifies ten policy ‘dilemmas’, offering both a stylised framework for understanding key challenges and policy options to advance the early childhood education agenda.”

“Our analyses,” emphasized Andrea Gavosto, Director of the Fondazione Agnelli, “suggest that increasing participation and reducing inequalities cannot be achieved through expanding the number of places alone. While expansion remains necessary—and we will soon see whether the PNRR reduces territorial disparities—it is not sufficient to ensure equitable access or improve quality. Policies must address access criteria, reduce the gap between parental leave and guaranteed placement, lower fees for low-income families, and strengthen monitoring and evaluation mechanisms.”