Common Characteristics and Unique Qualities in Preschool Programs

Global Perspectives in Early Childhood Education

  • Sue Clark Wortham

Part of the Educating the Young Child book series (EDYC, volume 5)

Table of contents

  1. Front Matter
    Pages 1-1
  2. Background

    1. Front Matter
      Pages 11-11
  3. School Environments

  4. Curriculum Content and Pedagogy

    1. Front Matter
      Pages 55-55
    2. Elizabeth Jill Sandell, Olga Victorovna Klypa
      Pages 57-66
    3. SoYoung Kang, Guang-Lea Lee, Soonohk Hong
      Pages 67-74
  5. Children with Special Needs

    1. Front Matter
      Pages 75-75
    2. Belinda Hardin, Hsuan-Fang Hung, Mariana Mereoiu
      Pages 77-86
    3. Todd Fletcher, Silvia Romero-Contreras
      Pages 87-101
    4. Mary Barbara Trube, Wenge Li, Yan Ping Chi
      Pages 103-113
  6. The Early Childhood Educator

    1. Front Matter
      Pages 115-115
    2. María Albertina Guerra de Castañeda, Belinda J. Hardin
      Pages 117-125
    3. Branislav Pupala, Zuzana Petrová, Tata Mbugua
      Pages 127-137
    4. Mary Barbara Trube, Rong Yan, Lei Zhang
      Pages 139-146
  7. Family, School, and Community Partnerships

    1. Front Matter
      Pages 147-147
    2. Luciano Cecconi, Dolores Stegelin
      Pages 159-170
    3. Sue C. Wortham
      Pages 171-178
  8. Back Matter
    Pages 181-181

About this book


We live in a world that is transitioning from focus on early childhood education within individual countries into a global perspective that considers how early childhood education is conducted in many diverse cultures and environments. The challenge on a global basis is how to develop programs in countries and environments that are different from a specifically western perspective.  Economic, geographic, and cultural influences infuse early childhood programs around the world.

In 1999, a group of educators representing 36 countries developed guidelines for establishing minimum standards for preschool programs. A purpose for developing the guidelines was to provide guidance for countries that wished to evaluate and improve their own programs. A second purpose was to help developing countries initiating preschools to have relevant information about quality programs. The later development of an assessment tool based on the Global Guidelines served as a vehicle to use the guidelines to assess a single program or multiple programs. The continuing work with these guidelines in many countries throughout the world since 2000 has resulted in the collection of information that reveals the uniqueness of programs in different countries.


ACEI Global Guidelines ECE programs OMEP Global Guidelines community relationships culturally appropriate education dual language learners early childhood programs indigenous education international early care and education rural education special education teacher training

Editors and affiliations

  • Sue Clark Wortham
    • 1
  1. 1.Professor Emerita, The University of TexSan AntonioUSA

Bibliographic information