ABSTRACT
In order to better understand current transition issues it is essential to look at children’s early childhood experiences-the types of policies and provision for children-before primary education begins. The number and nature of children’s transitions in their early childhood is linked, in part, to the structure, quality, and coherence of ECEC services in the country concerned. In some countriesincluding Belgium, the Czech Republic, Italy, the Netherlands and Portugalpolicies and provision for children under compulsory school age are divided into education and welfare systems. This division generally follows the age of the child, with publicly-funded arrangements for children over three (or four) based in education departments; these services are usually open during the school day and are usually free. In these countries, the welfare services tend to be far less developed in terms of coverage, and usually require a parental contribution. Often the two systems of services differ in terms of staffing, funding, and programme orientation as well. These differences may create inequalities and lack of coherence for children and families (European Commission Childcare Network, 1996). In other countries-such as Denmark, Finland, Norway, Spain and Sweden-services for children under compulsory school age are part of a coherent system of ECEC provision, with unified national administration, and consistent staffing, funding and regulatory regimes. Services also tend to be open the full-day, eliminating the need for any ‘wrap-around’ provision.
