ABSTRACT
Differences are observed, however, when the function of the pre-school is perceived as meeting society’s demands on the child. A similar view was expressed by Barbara Tizard in discussing the aims of the traditional nursery school. An agreement on the functions of preschool should receive most of the differences expressed in the debates on pre-school education. The proposed humanistic education does not discard the preparatory function of the pre-school, but keeps the child’s need for self-realization as a human being in perspective. The traditional British nursery school education is humanistic in this sense; it continues to be so if it takes account of needs of all children it caters for as individuals, including those coming from different cultural and socio-economic environments. Kuwait kindergarten education can become so if it gives more regard to the child’s individual needs.
