ABSTRACT
This book examines child development and early educational intervention strategies from a cross-cultural perspective. In an attempt to answer the core question of how educational opportunities and literacy acquisition for young disadvantaged children all over the world can be enhanced, it brings together recent theoretical insights, the results of empirical research, and experiences with well-evaluated early educational intervention programs. Its purpose is to critically examine current strategies of early education and literacy for disadvantaged children and to offer building blocks for constructing culture-sensitive approaches.
