Educational provision for our youngest children

This book is written by leading representatives in the field of early childhood from eight European countries - Belgium, Denmark, France, Germany, Italy, Spain, Sweden and the UK. Contributors provide an analysis of the history, philosophy and politics of the forms of provision for young children in their own countries, and the extent to which that provision is deemed to be educational in its general aims. The influence of theories of child development and research are also considered, as are aspects demonstrating the ways in which philosophy and aims are translated into practice, for example, the role of parents; where the funding comes from; how children are grouped, and learning opportunities offered; the training and status of educators. The book also contains an overview exploring the ways in which the different countries appear to perceive young children, early childhood, and the links between primary schooling and this earlier phase, during which a child's learning patterns may be founded for life.