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Origins

In an age when school was re­stricted to chil­dren who had al­ready learned to read and write at home, there were many at­tempts to make school ac­ces­si­ble to or­phans or to the chil­dren of women who worked in fac­to­ries. In 1779, Jo­hann Friedrich Ober­lin and Louise Schep­pler founded in Strass­bourg an early es­tab­lish­ment for car­ing for and ed­u­cat­ing pre-school chil­dren whose par­ents were ab­sent dur­ing the day. At about the same time, in 1780, sim­i­lar in­fant es­tab­lish­m...

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Count­ess Theresa Brun­szvik (1775–1861), who had known and been in­flu­enced by Jo­hann Hein­rich Pestalozzi, was in­flu­enced by this ex­am­ple to open an Angyalk­ert ('angel gar­den' in Hun­gar­ian) on 27 May 1828 in her res­i­dence in Buda, the first of eleven care cen­ters that she founded for young children.In 1836 she es­tab­lished an in­sti­tute for the foun­da­tion of preschool cen­ters. The idea be­came pop­u­lar among the no­bil­ity and the mid­dle class and was copied through­out...

The most im­por­tant years of learn­ing begin at birth. The first three years of a child's life are crit­i­cal for set­ting the foun­da­tion for lan­guage ac­qui­si­tion, so­cial­iza­tion, and at­ti­tudes to learn­ing. Dur­ing the early years and es­pe­cially dur­ing the first 3 to 5 years, hu­mans are ca­pa­ble of ab­sorb­ing a lot of in­for­ma­ti...

While a ma­jor­ity of Amer­i­can preschool pro­grams re­main tu­ition-based, sup­port for some pub­lic fund­ing of early child­hood ed­u­ca­tion has grown over the years. As of 2008, 38 states and the Dis­trict of Co­lum­bia in­vested in at least some preschool pro­grams, and many school dis­tricts were pro­vid­ing preschool ser­vices on their own,...

The Uni­ver­sal Preschoolmove­ment is an in­ter­na­tional ef­fort to make preschool avail­able to fam­i­lies, as it is for pri­mary ed­u­ca­tion. Var­i­ous ju­ris­dic­tions and ad­vo­cates have dif­fer­ing pri­or­i­ties for ac­cess, avail­abil­ity and fund­ing sources. In the United States, most preschool ad­vo­cates sup­port the Na­tional As­so­ci...

Cur­ric­ula for pre-school chil­dren have long been a hotbed for de­bate. Much of this re­volves around con­tent and ped­a­gogy; the ex­tent to which aca­d­e­mic con­tent should be in­cluded in the cur­ricu­lum and whether for­mal in­struc­tion or child-ini­ti­ated ex­plo­ration, sup­ported by adults, is more effective. Pro­po­nents of an aca­d­e­m...

Preschool ed­u­ca­tion, like all other forms of ed­u­ca­tion, is in­tended by the so­ci­ety that con­trols it to trans­mit im­por­tant cul­tural val­ues to the par­tic­i­pants. As a re­sult, dif­fer­ent cul­tures make dif­fer­ent choices about preschool ed­u­ca­tion. De­spite the vari­a­tions, there are a few com­mon themes. Most sig­nif­i­cantly, ...

Davidson, Dana H.; Tobin, Joseph Jay; Wu, David Y. H. (1989). Preschool in three cultures: Japan, China, and the United States. New Haven, Conn: Yale University Press. pp. 188–221. ISBN 978-0-300-0...