(duo\\&klogkrrgg(gxfdwlrqqdqgg&duhhiruu&kloguhq Iurp /rzlqfrphhruu0lqrulw\\%dfnjurxqgv Intelligence and Learning in Young Children Some Recent Currents in Early Childhood Research Child Rearing Challenges for Low-income and Minority Families

INTRODUCTION 1. In many countries, systems of early childhood care and education (ECEC) are currently under review. A major force behind the reappraisal is the growing labour force participation of women, putting heavy demands on the existing systems that are forced to expand their capacity and to extend their services. A second major force is the alleged role of ECEC in preparing children from socioeconomically , disadvantaged families for formal schooling in primary school and in preventing psychosocial problems. A third issue-arising from increased immigration to industrial countries in past decades-is the challenge to provide for the children of cultural and linguistic minorities, although in most countries, traditional low-SES communities and indigenous minorities had never fully disappeared from national political agendas. 2. At the same time, new issues are being raised. Societies are becoming aware that early childhood is a particularly sensitive period, marked by a high degree both of adaptability and vulnerability in the developing child to the stimulation and stresses of his or her environment. With this new knowledge, uncertainty has also arisen concerning the impact of changes in traditional child-rearing patterns on the cognitive and social-emotional development of the young. Does early, intensive, long-day care-as a recent study suggests-lead to an increase of negative, aggressive behaviour in young children? One may dispute such far-reaching conclusions based on a single study, conducted in a particular social and cultural context. Less disputed, however, is the fact, based on studies across many countries, that low quality in early childhood services may increase child-or family-related developmental risks. Further, it is well researched that economic and cultural mechanisms operating within ECEC systems predetermine low-income and ethnic and socio-linguistic minority families to choose disproportionately the lower quality options. 3. The reverse side of the medal is also present, above all, the knowledge that the tremendous capacity and adaptability of young children provide an effective starting point for preventive interventions as part of a broader social inclusion policy. Education-oriented care-and preschool programmes are found to contribute importantly to the development of cognitive and language skills, providing disadvantaged children with a head start in primary school when formal instruction starts. 4. The recent OECD report Starting Strong (OECD, 2001) describes these developments in 12 OECD countries, detailing the recent changes in ECEC systems and national policies, revealing both common challenges and diverse solutions. The present paper focuses on a specific issue within this broad framework, …