Graph and download economic data for All Employees, Child Care Services (CES6562440001) from Jan 1985 to May 2025 about day care, health, establishment survey, education, child, services, employment, and USA.

This data set shows the number of individuals in the Pennsylvania child care workforce verified at each Career Pathway level by the county where the individual has indicated within the Professional Development (PD) Registry where they are employed. “Verified” means that the individual has an unexpired Career Pathway level that has been determined by an independent review of documentation submitted through the PD Registry. Additional information about the Career Pathway Levels can be found here: https://s35729.pcdn.co/wp-content/uploads/2022/02/PA-Early-Childhood-Education-Career-Pathway-eff.-7.1.2022.pdf. Data is included only for individuals working in family child care, group child care, and center child care. Data is current as of the last day of the quarter prior to the posted report. This report will be updated twice a year. To protect the confidentiality of participants in OCDEL’s programs, it is necessary to limit the amount of data that is available, even in aggregate form. Specifically, counts of 50 or less have been suppressed to protect the confidentiality of individuals (Number is not displayed when count of individuals is less than 51). DISCLAIMER: OCDEL is not representing that this information is current or accurate beyond the day it was posted. OCDEL shall not be held liable for any improper or incorrect use of the information described and/or contained herein and assumes no responsibility for anyone's use of the information.

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US Early Childhood Education Market Size 2025-2029

The US early childhood education market size is forecast to increase by USD 5.37 billion at a CAGR of 4.1% between 2024 and 2029.

The market is experiencing significant growth due to several key factors. One major trend is the increasing number of parents returning to the workforce, leading to a rising demand for high-quality early childhood education programs. Another growth driver is the launch of new education initiatives aimed at improving early childhood development and preparing children for future academic success. The child education system is evolving, with technology-driven innovations such as artificial intelligence, machine learning, applied learning, and personalized learning playing a significant role. However, the market also faces challenges such as workforce shortages and high turnover rates, which can impact the quality of education and consistency for children. Addressing these challenges through strategies like increased funding for teacher training and retention programs will be crucial for the continued growth of the market.

What will be the Size of the market During the Forecast Period?

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The market encompasses a range of services and programs designed to foster psychological, social, emotional, and biological development in young children. With a growing awareness among parents and policymakers of the importance of early childhood development, the market has seen significant activity in recent years. Play-based learning, social development, and emotional preparedness are key focus areas, with an emphasis on creating high-quality learning environments that support childcare workforce professional development and early literacy, numeracy, and creativity. 


Early intervention programs address developmental milestones and special needs, while preschool enrollment and kindergarten programs aim to ensure school readiness. Funding and subsidies play a crucial role in making early childhood education more accessible and affordable for working parents. Innovation In the sector includes the integration of technology such as augmented reality and virtual reality, dual language programs, and social-emotional learning. Overall, the market continues to evolve, driven by ongoing research and a commitment to providing comprehensive, developmentally appropriate programs for young children.

How is this market segmented and which is the largest segment?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD billion' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

School Level

  Preschool
  Kindergarten
  Day care


Sector

  Public
  Private


Type

  Full work day
  Part day
  Full school day


Geography

  US

By School Level Insights

The preschool segment is estimated to witness significant growth during the forecast period. A key feature of preschools is their structured learning environment, which emphasizes early academic concepts. This structured approach helps children develop foundational literacy, numeracy, and cognitive skills. Additionally, preschools incorporate play-based learning, which encourages exploration and creativity. This method of learning through play is fundamental to preschool education, as it fosters a love for learning and supports the development of critical thinking skills.

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Market Dynamics

Our market researchers analyzed the data with 2024 as the base year, along with the key drivers, trends, and challenges. A holistic analysis of drivers will help companies refine their marketing strategies to gain a competitive advantage.

What are the key market drivers leading to the rise in adoption of US Early Childhood Education Market?

Rising parental workforce participation is the key driver of the market. The Early Childhood Education (ECE) market In the US is experiencing significant growth due to the increasing number of earning parents. According to the US Bureau of Labor Statistics, the percentage of children under six with both parents In the workforce increased from 65% in 2015 to 69% in 2023. This trend is particularly prominent in MidWestern and North Eastern states. This shift in workforce demographics has led to a heightened demand for dependable and superior ECE programs. Trained professionals, comprehensive child development, and evidence-based practices are becoming essential components of these programs. Early childhood learning is recognized as crucial during the impressionable age, and educational institutions are integrating technology-integrated classrooms, interactive whiteboards, online learning platforms, educational apps, and self-directed play to cater to individual needs.
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This data set shows the number of individuals in the Pennsylvania child care workforce within specific age ranges as reported in the Professional Development (PD) Registry. Individual ages are calculated based on the birthdate entered in the PD Registry. If the birthdate is blank, data will show as “unknown.” Data is included only for individuals working in family child care, group child care, and center child care. Data is current as of the last day of the quarter prior to the posted report. This report will be updated twice a year. To protect the confidentiality of participants in OCDEL’s programs, it is necessary to limit the amount of data that is available, even in aggregate form. Specifically, counts of 50 or less have been suppressed to protect the confidentiality of individuals (Number is not displayed when count of individuals is less than 51.). DISCLAIMER: OCDEL is not representing that this information is current or accurate beyond the day it was posted. OCDEL shall not be held liable for any improper or incorrect use of the information described and/or contained herein and assumes no responsibility for anyone's use of the information.

This dataset includes data from 713 members of the early childhood workforce who completed a survey in March and April 2021.This survey included the collection of information on personal and workplace chatacteristics, workplace culture and climate (co-worker and supervisor relations, teamwork, organisational climate, autonomy, impact on decision making) and work-related wellbeing (personal accomplishment, emotional exhaustion, professional respect, pay and benefits, intention to leave the profession). Description of each data variable is provided in the attached metadata file named 'intention to leave metadata'. The data is provided in .csv format. This study was approved by the researchers’ university Human Research Ethics Committee, and was conducted in accordance with the Australian National Statement on Ethical Conduct in Human Research (National Health and Medical Research Council, 2018). No information was collected in the study that could identify participants or services. An information statement was provided to all participants before they commenced the survey, and participants gave informed consent by starting the survey. Participants were free to complete as much or as little of the survey as they chose. The research and survey link were emailed to each service listed on the ACECQA publicly available database of ECEC services. Centre directors then sent the survey information and link to their service’s educators if they chose to. A reminder email was sent to services two weeks after the initial email. The survey remained open for four weeks.

The survey examined the circumstances of families with four-year-old children regarding, among other topics, living arrangements, income, parental roles, childcare arrangements, and childcare allowances and vouchers. Respondents included the guardians of four-year-old children in Finland. The survey was conducted as part of the Finnish Childcare Policies: In/equality in Focus (CHILDCARE) research project, a joint collaboration by the University of Jyväskylä, Tampere University and Finnish Institute for Health and Welfare. First, the respondents were asked about their four-year-old child's childcare arrangements. Questions examined what arrangements they had in place for their four-year-old and any other children and how satisfied they were with the arrangements. Further questions were asked based on whether the child was at home or looked after by an unpaid carer or in day care. Next, the respondents' work situation, work-life balance, well-being, and family circumstances were surveyed. Questions also focused on the respondents' financial situation and views on childcare policies. Background variables included, among others, the respondent's municipality of residence (categorised), gender, age group, marital status, family composition, level of education, and current activity and employment. Additionally, background information relating to the child was collected, including the child's gender, living arrangements, and childcare arrangements. The education and current activity of the respondent's spouse/partner were also charted. Temporal comparisons can be made between this dataset and dataset FSD3577 Early Childhood Education and Care Survey 2016 based on the randomised id variable.

The 2019 National Survey of Early Care and Education (2019 NSECE) is a set of four nationally-representative integrated surveys conducted in 2019 of 1) households with children under age 13, 2) home-based early care and education (ECE) providers, 3) center-based ECE providers, and 4) the center-based ECE provider workforce. Together these four surveys characterize the supply of and demand for ECE in the United States and create a better understanding of how well families' needs and preferences coordinate with providers' offerings and constraints. The NSECE surveys make particular effort to measure the experiences of low-income families, as these families are the focus of a significant component of ECE and school-age public policy.

The NSECE was first conducted in 2012. Before that effort, there had been a 20-year long absence of nationally representative data on the use and availability of ECE. The NSECE was conducted again in 2019 to update the information from 2012 and shed light on how the ECE and school-age care landscape changed from 2012 to 2019. The 2019 NSECE followed a similar design as the 2012 survey, including surveying households with children under age 13, home-based providers, center-based providers, and staff working in center-based classrooms.

Units of Response: Households, Early Care and Education Providers, early childhood workforce

Type of Data: Survey

Tribal Data: No

Periodicity: Irregular

Demographic Indicators: Disability;Ethnicity;Geographic Areas;Household Income;Housing Status;Indigenous Population;Military;Race;Sex

SORN: https://www.federalregister.gov/documents/2022/09/19/2022-20139/privacy-act-of-1974-system-of-records

Data Use Agreement: Unavailable

Data Use Agreement Location: https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/37941/datadocumentation

Granularity: Childcare Providers;Classroom;Family;Household;Individual;Nation;State

Spatial: United States

Geocoding: Not Applicable

This data set shows the number and percentage of children enrolled in quality early childhood education programs in the City of Austin as evidenced by meeting Texas Rising Star (TRS) critera. The TRS criteria can be viewed here: https://texasrisingstar.org/about-trs/trs-guidelines/ The data is from the Workforce Solutions Capital Area Workforce Board agency that oversees the TWIST database that contains the data used here: https://www.twc.texas.gov/childcarenumbers/Capital_Area_Workforce_Development_Board_annual.html View more details and insights related to this data set on the story page: https://data.austintexas.gov/stories/s/sube-u7vs

This data set shows the number of individuals in the Pennsylvania child care workforce verified at each Career Pathway level by the STAR level of the facility where the individual has indicated within the Professional Development (PD) Registry where they are employed. “Verified” means that the individual has an unexpired Career Pathway level that has been determined by an independent review of documentation submitted through the PD Registry. Additional information about the Career Pathway Levels can be found here: https://s35729.pcdn.co/wp-content/uploads/2022/02/PA-Early-Childhood-Education-Career-Pathway-eff.-7.1.2022.pdf. Data is included only for individuals working in family child care, group child care, and center child care. Data is current as of the last day of the quarter prior to the posted report. This report will be updated twice a year. To protect the confidentiality of participants in OCDEL’s programs, it is necessary to limit the amount of data that is available, even in aggregate form. Specifically, counts of 10 or less have been suppressed to protect the confidentiality of individuals (Number is not displayed when count of individuals is less than 11.). Additional counts have also been suppressed to prevent the calculation of suppressed values (Number is greater than 11 but is not displayed.) DISCLAIMER: OCDEL is not representing that this information is current or accurate beyond the day it was posted. OCDEL shall not be held liable for any improper or incorrect use of the information described and/or contained herein and assumes no responsibility for anyone's use of the information.

The global early childhood education (ECE) market is experiencing robust growth, driven by increasing awareness of the importance of early childhood development, rising disposable incomes in developing economies, and the growing demand for high-quality childcare services. The market, estimated at $250 billion in 2025, is projected to expand at a Compound Annual Growth Rate (CAGR) of 7% from 2025 to 2033, reaching approximately $450 billion by 2033. Key drivers include government initiatives promoting early learning programs, increasing female participation in the workforce (requiring childcare solutions), and a rising preference for structured learning environments even for preschool-aged children. Market trends point towards increased adoption of technology-integrated learning methods, personalized learning approaches, and a growing demand for specialized programs catering to diverse learning styles and needs. While challenges such as affordability and access to quality ECE remain, particularly in underserved communities, the overall market outlook remains positive. The market is segmented by various factors, including service type (preschool, daycare, kindergarten), learning approach (Montessori, Reggio Emilia, play-based), and program type (full-day, half-day). Major players such as USDA, Pearson, and New Oriental Education are constantly innovating and expanding their offerings to capitalize on the growth opportunities. Regional variations exist, with North America and Europe currently holding significant market shares, however, Asia-Pacific is projected to experience substantial growth in the coming years, fueled by rapid urbanization and rising middle-class incomes. The competitive landscape is characterized by a mix of large multinational corporations and smaller, specialized providers, leading to both consolidation and diversification within the sector. Future growth hinges on overcoming the challenges related to teacher training and retention, infrastructure development, and ensuring equitable access to quality ECE for all children, regardless of socioeconomic background.

Employment statistics on the Early Childhood Learning Centers industry in the US

In 2021, there were around 406.01 thousand child care workers regularly employed in child welfare facilities in Japan. The majority of the child care workers were employed in nursery centers including integrated centers for early childhood education and care, daycare centers with educational classes, and daycare centers.

As of the fourth quarter of 2024, there were approximately 109,100 early education and childcare assistants working in the UK, compared with 119,000 in the previous quarter.

Proportion of centre-based child care businesses and average number of employees, by employee type; supervisory staff or providing direct care to children, Early Childhood Education (ECE) related education, and employment status; full time or part time in Prince Edward Island.

This data set shows the number of individuals in the Pennsylvania child care workforce by race category selected by the individual by the STAR level of the facility the individual indicated at which they were employed. This data is determined by the race category selection(s) entered within the Professional Development (PD) Registry. Data is included only for individuals working in family child care, group child care, and center child care. Data is current as of the last day of the quarter prior to the posted report. This report will be updated twice a year. To protect the confidentiality of participants in OCDEL’s programs, it is necessary to limit the amount of data that is available, even in aggregate form. Specifically, counts of 10 or less have been suppressed to protect the confidentiality of individuals (Number is not displayed when count of individuals is less than 11.). Additional counts have also been suppressed to prevent the calculation of suppressed values (Number is greater than 11 but is not displayed.) DISCLAIMER: OCDEL is not representing that this information is current or accurate beyond the day it was posted. OCDEL shall not be held liable for any improper or incorrect use of the information described and/or contained herein and assumes no responsibility for anyone's use of the information.

The National Survey of Early Care and Education (NSECE) documents the nation’s current utilization and availability of child care and early education (including school-age care) in order to deepen the understanding of the extent to which families’ needs and preferences coordinate well with providers’ offerings and constraints. The experiences of low-income families with young children are of special interest, as they are the focus of a significant component of early care and education/school-age (ECE/SA) public policy. The NSECE collects data through a set of integrated, nationally representative surveys including interviews in all 50 states and Washington, D.C.

Units of Response: Households, Early Care and Educaiton Provider, early childhood workforce

Type of Data: Survey

Tribal Data: Unavailable

Periodicity: Irregular

Demographic Indicators: Disability;Ethnicity;Household Income;Housing Status;Indigenous Population;Military;Race;Sex

SORN: https://www.federalregister.gov/documents/2015/04/02/2015-07440/privacy-act-of-1974-system-of-records-notice

Data Use Agreement: Yes

Data Use Agreement Location: https://www.childandfamilydataarchive.org/cfda/archives/cfda/studies/35519

Granularity: Childcare Providers;Classroom;Family;Household;Individual;Nation;Program;State

Spatial: United States

Geocoding: County;State

This data set shows the number of individuals in the Pennsylvania child care workforce by race category selected by the individual by county. This data is determined by the race category selection(s) entered within the Professional Development (PD) Registry. Data is included only for individuals working in family child care, group child care, and center child care. Data is current as of the last day of the quarter prior to the posted report. This report will be updated twice a year. To protect the confidentiality of participants in OCDEL’s programs, it is necessary to limit the amount of data that is available, even in aggregate form. Specifically, counts of 50 or less have been suppressed to protect the confidentiality of individuals (Number is not displayed when count of individuals is less than 51.). DISCLAIMER: OCDEL is not representing that this information is current or accurate beyond the day it was posted. OCDEL shall not be held liable for any improper or incorrect use of the information described and/or contained herein and assumes no responsibility for anyone's use of the information.

Graph and download economic data for All Employees: Education and Health Services: Child Care Services in New York City, NY (SMU36935616562440001SA) from Jan 1990 to May 2025 about day care, social assistance, New York, NY, child, services, employment, and USA.

This data set shows the number and percentage of children enrolled in quality early childhood education programs in the City of Austin as evidenced by meeting Texas Rising Star (TRS) critera. The TRS criteria can be viewed here: https://texasrisingstar.org/about-trs/trs-guidelines/ The data is from the Workforce Solutions Capital Area Workforce Board agency that oversees the TWIST database that contains the data used here: https://www.twc.texas.gov/childcarenumbers/Capital_Area_Workforce_Development_Board_annual.html View more details and insights related to this data set on the story page: https://data.austintexas.gov/stories/s/sube-u7vs

Nepal Employment: Childhood Education data was reported at 14.000 Person th in 2018. Nepal Employment: Childhood Education data is updated yearly, averaging 14.000 Person th from Jun 2018 (Median) to 2018, with 1 observations. Nepal Employment: Childhood Education data remains active status in CEIC and is reported by Central Bureau of Statistics. The data is categorized under Global Database’s Nepal – Table NP.G012: Nepal Labour Force Survey III: Employment: by Educational Attainment.