This paper describes early childhood education programs in Sweden, focusing on their history and development, administration, goals and objectives, admissions policies, structure, expenditures, program of activities, facilities, staffing, daily routine, problems and criticisms. Beginning in 1902, legislation provided for the care of abused and foster children. Government involvement increased steadily, blossoming in the 1960s and '70s when labor shortages, increased interest in women's roles and emphasis on enrichment of the preschool environment led to the establishment of a law requiring municipalities to offer free preschool services. Day care administration presently starts at the national level with the Ministry of Health and Social Welfare. Individual child centers are run by municipalities, which, though fairly autonomous, must implement state decisions and regulations. The theoretical base of preschool education in Sweden is a combination of theories and practices from Germany, Britain, and the U.S. In addition to meeting the needs of children, centers are designed to meet parental needs. The centers also serve the society's goal of eliminating class distinctions. Many center staff members are politically radical and ideologically oriented in their work at the centers. Different forms of child care are available with the daghem, or day home, being the most common and structured. Problems in the system include high staff turnover, inadequate coordination between the centers and educational institutions, and a lack of parental involvement. Criticisms include concern over the amount of time children spend at the centers, and differing views as to the role of the centers. (SB)