This collection of essays analyzes the history, philosophy, and politics of the forms of early childhood provision outside the home for young children in Belgium, Denmark, France, Germany, Italy, Spain, Sweden, and the United Kingdom. In particular, the essays examine the extent to which that provision is considered educational and intended to ensure high quality learning for the child (rather than a starting point of care). Also considered are: (1) the influence of child development theories and research; (2) the ways in which philosophy and aims are translated into practice; (3) links between home and provision; (4) links between provision and primary school; (5) funding sources; (6) grouping of children; (7) learning opportunities offered; and (8) the status of educators. A concluding chapter explores the ways the different countries perceive young children, early childhood, and the links between them and primary schooling. Each chapter contains references, and a list of contact organizations concerning early childhood education in the countries named in the text is appended. A bibliography with over 260 items is included. (TM)