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Conclusion

  • Sue C. WorthamEmail author
Chapter
Part of the Educating the Young Child book series (EDYC, volume 5)

Abstract

Many countries and their preschool programs have been visited in this volume. Much has been learned about how different circumstances have formed the programs in each country. The characteristics of preschool settings have been discussed under the categories of school environment, curriculum content and pedagogy, children with special needs, and the early childhood educator. These topics were addressed within the framework of the ACEI Global Guidelines Assessment (GGA) that has evolved during the years between 1998 and 2011. As described in Chap.  2, “Cross-Cultural Collaboration Research to Improve Early Childhood Education,” the GGA is dynamic and its development continues through revisions and studies to establish validity and reliability. The GGA was administered in several countries that include Kenya, Italy, Russia, Korea, China, and Guatemala. Chapters on Slovakia, Mexico, and Senegal reflect unique conditions related to organizing or reorganizing preschool programs. The following sections describe the commonalities and unique characteristics in the countries represented in this volume.

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.The University of TexasSan AntonioUSA

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