Studies No 6
★ ★ ★ ★ ★ ★ . * ★ * EDUCATION TRAINING YOUTH Studies No 6 ms Pre-School Education in the European Union Current thinking and provision EUROPEAN COMMISSION This document does not necessarily represent the Commission’s official position. Cataloguing data can be found at the end of this publication. Luxembourg: Office for Official Publications of the European Communities, 1995 ISBN 92-826-8427-X © ECSC-EC-EAEC, Brussels • Luxembourg, 1995 Reproduction is authorized, except for commercial purposes, provided the source acknowledged. Printed in Belgium FOREWORD There can be little doubt that history will remember the twentieth century for the recognition of the importance of the first years in a child’s development. Work carried out in the field of genetic psychology throughout this century has profoundly changed the traditional view of early childhood: previously essentially a subject of care, for the most part, the young child has become the subject of education. For several years, pre-school education has been a topic of discussions which have dealt not only with the issue of the place of women in society, but also with the role which attendance at institutions with an edupational purpose can play in the development of young children and in their subsequent integration into school. The importance of the issue is recognised by the relevant authorities in all the Member States of the European Union, and measures aimed at the development of this level of education are being taken by most of them. Knowing the extent to which this question is being discussed, the Task Force Human Resources, Education, Training and Youth of the European Commission has had this study of it undertaken.
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