An overview is provided in this discussion of major developments in preschool education in the United Kingdom from 1973 to 1983. The first section offers general observations and covers major trends: rapid social change, the low priority accorded to preschooling, diversity as a key feature of early childhood education, children with special needs, day care, and part-time provision. The second section reviews recent research and development initiatives; discussion focuses on research conducted in institutional and home settings. Institutional research reviewed centers on (1) play in nursery school, playgroup, and day nursery; (2) an ecological perspective on children's play and behavior; (3) the adult role in language development; (4) the impact of organization and structure on the quality of care; (5) transition and continuity in early childhood education; and (6) parental involvement. Research reviewed on home-based services and support covers (1) childminding (home day care), (2) educational home visiting, and (3) community-based support and preparation for parenthood. The third section summarizes the review of research, and the fourth section points out implications for educators. It is concluded that considerable progress has been made in understanding the needs of families with young children and in responding effectively to those needs. (RH)