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Preschool and kindergarten in Hungary and the United States: A comparison within transnational development policy

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  • Józsa, Krisztián
  • Török, Balázs
  • Stevenson, Cerissa

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.

Suggested Citation

  • Józsa, Krisztián & Török, Balázs & Stevenson, Cerissa, 2018. "Preschool and kindergarten in Hungary and the United States: A comparison within transnational development policy," International Journal of Educational Development, Elsevier, vol. 62(C), pages 88-95.
    • Handle: RePEc:eee:injoed:v:62:y:2018:i:c:p:88-95
    DOI: 10.1016/j.ijedudev.2018.03.001
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    References listed on IDEAS

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    4. Mundy, Karen & Verger, Antoni, 2015. "The World Bank and the global governance of education in a changing world order," International Journal of Educational Development, Elsevier, vol. 40(C), pages 9-18.
    5. United Nations UN, 2015. "The Millennium Development Goals Report 2015," Working Papers id:7222, eSocialSciences.
    6. Contreras, Dante & González, Stephanie, 2015. "Determinants of early child development in Chile: Health, cognitive and demographic factors," International Journal of Educational Development, Elsevier, vol. 40(C), pages 217-230.
    7. Zhou, Yisu & Li, Hui & Hu, Bi Ying & Li, Ling, 2017. "On the road to universal early childhood education in China: A financial perspective," International Journal of Educational Development, Elsevier, vol. 53(C), pages 137-144.
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