There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to:

• Inform those studying early years about perspectives in other countries
• Encourage critical thinking about issues, influences and the complexities of early years provision around the world
• Promote critical reflection on students’ own provision and the current context of that provision

Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners.

Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision.

Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years.

Contributors: Verity Campbell-Barr, Federica Caruso, Carmen Dalli, Rebecca Carter Dillon, Annie Davy, Chandrika Devarakonda, Alena Drzalová, Hasina Banu Ebrahim, Susan Edwards, Dora Ho, Valerie Huggins, Anne Hunt, Kerstin Kööp, Éva Kovácsné Bakoski, Caroline Leeson, Beth Marshall, Nancy McDermott, Julia Morgan, Joce Nutall, Elin Eriksen Ødegaard, Philip Selbie, Paolo Sorzio, Manabu Sumida, Keang-ieng (Peggy) Vong, Karen Wickett

“The book rightly challenges common assumptions about the value of Western perspectives of ECEC and skilfully enables the reader to recognize the various social, political and economic drivers and processes that have shaped early years pedagogy on a global level.”
Dr Janet Rose, Early Years Education Award Leader, Bath Spa University, UK

“Given the ever increasing interest and importance of global early childhood education and care, this critically informed book offers valuable and challenging internationalised comparative arguments for students and academics at all levels.”
Dr Guy Roberts-Holmes, Senior Lecturer, Early Years and Primary Education Department, University of London, UK

Part One: Setting the scene
The importance of international perspectives
Widening awareness of international approaches: an imperative for twenty-first-century early years practitioners?
International recognition of children’s rights and its influence on early childhood education and care: the case of Zambia

Part Two: How approaches have developed
Embedding early childhood education and care in the socio-cultural context: the case of Italy
The new face of early childhood in the United States
A critique of euro-centric perspectives on early childhood education and care in the Gambia
Estonia: socio-historic and political influences on the early childhood education and care system
Early childhood education in Norway and Sweden today: education for democracy

Part Three: Workforce issues
South Africa: who are the early years practitioners and where do they work?
The quest for quality early childhood education and care: leadership in a changing political context in England and Hong Kong
India: early childhood educators in changing patterns of early childhood education and care
Early childhood education and care in the Czech Republic: recent developments within a changing society

Part Four: Putting it into practice; curriculum and pedagogy
Day to day in Italian preschools: environments for learning and development
A day in the life of a New Zealand kindergarten teacher: a curriculum of open possibilities
HighScope today: pedagogy for learning and development
China: pedagogy today and the move towards creativity
Canada: developing an ethical pedagogy and curriculum
Diverse theories for diverse learners? The Australian early years learning framework
Using Leuven observation and assessment tools to investigate outdoor provision
Hungary: kindergarten as a public education institution
The Japanese view of nature and its implications for the teaching of science in the early childhood years
Early childhood education and care in the UK: piecemeal development through philanthropy, propagation, pluralism and pragmatism