Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6841067 | International Journal of Educational Development | 2018 | 8 Pages |
Abstract
The aim of this paper is to compare early childhood education (ECE) in Hungary and in the United States within the context of transnational development policy, where ECE initiatives have gained momentum and priority globally. Developmental trends aligned with the conceptual framework of ECE from a global perspective are included. A description of the main characteristics of the two countries' approaches to kindergarten and preschool are presented. Approaches to assessing school readiness, initiatives to support students from disadvantaged backgrounds, and lessons learned are included. Identification of differences in priorities between countries, which have varied cultural contexts, informs the ECE community.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Development
Authors
Krisztián Józsa, Balázs Török, Cerissa Stevenson,