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Conceptions of US and Brazilian early childhood care and education: A historical and comparative analysis

Federal University of Rio Grande do Sul, Brazil, lblf{at}ufrgs.br

Terri L. Shelton

University of North Carolina at Greensboro, USA

Jonathan R. H. Tudge

University of North Carolina at Greensboro, USA

Children's first years of life are fundamental for healthy development. Appropriate care and education in the early years are far more useful than dealing with later problems, and in both the United States and Brazil scholars and public-policy makers have argued that the goal should be an integrated system of care and education. Using a cultural—historical framework to understand early childhood policies in the United States and Brazil, we examine how notions of care and education have changed over time. We show that although the two societies have the same goal, the approaches to realizing that goal have been, for historical reasons, quite different. Moreover, despite a rapid growth in the numbers of children attending preschool institutions, integrated systems have not been accomplished. Our analysis also shows how the legacy of a dichotomous approach in both societies has impeded the integration of care and education into a single system.

Key Words: Brazil • child care • early education • historical changes • preschool • public policy • social class • socioeconomic status • United States of America

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