Reported in this document are observations of early childhood education in England, Israel, Seychelles, and China. Specifically, observations focus on (1) teacher behavior, including behavior toward individuals, small groups, and large groups or whole classes; (2) teacher demonstration behaviors; (3) teacher verbal and nonverbal behaviors, such as physical proximity to students, responses to children's requests, verbal elaboration, requests for children's responses, and interventions intended to help children respond. With the exception of the Chinese, comparison revealed considerable similarity in educational systems designed for the child from 3 to 8 years of age. Chinese schooling was found to be far more group- and recitation-oriented than the other systems observed. Although techniques in most schools were similar, the extent of their use varied considerably. Concluding remarks comment on school organization and administration, briefly describing pupil/teacher ratio, teacher training, and financial support. (RH)