EDITORIAL

One of the functions ofan international journal in the early childhood field is to raise matters ofconcern to both practitioners and researchers world wide. The articles selected for publication inthis issue are diverse in nature but support the view that many of the challenges in the field ofearly childhood education are global and proposed solutions often have a common basis.

Several papers revisit important issues relating to the quality of education and care of youngchildren, highlighting the necessity to maintain close links with the family and recognizing theimportance ofthe role that parents play in their children's learning. The changing role of womenin all levels ofsociety and the consequent change in family patterns has increased the demand forquality education and care for young children. In recent decades governments have shown anincreasing awareness of the need to extend early childhood service provision to support bothchildren and their families. However, economic constraints have, in many instances prevented theimplementation ofsuch support. Extended quality provision is needed for parents who work, butcare must be taken to ensure that they are still able to be involved in their children's learning.There is firm evidence to suggest that this interest and involvement are closely linked to lateracademic achievement in many societies.

It may be difficult for some parents to maintain close links with their child's educationalinstitution, but part of the role ofearly childhood educators is to forge and maintain these links,so that they feel that their contribution is valued and supported.

Nevertheless the concept ofparental involvement in the educational process is not necessarily seenas desirable in some parts of the world where the prevailing government philosophy places astrong emphasis upon state and community rather than the family. In such societies educationalphilosophies are different and the article from Lithuania is a powerful reminder ofhow changesin government philosophy affect the relationship between preschool institutions and the family.Early childhood workers in one society often forget that their counterparts in other parts of theworld see their roles differently.

In concluding this editorial I would like to focus on the opening paper by Tricia David. She raisessome serious questions about the research methodologies we use to evaluate theory and practicein early childhood education and concludes by attempting to open a dialogue. As we approach themillennium it is appropriate that we rethink some of our cherished beliefs and query oureffectiveness. Our readership includes professionals working in a wide field of settings in manycountries and, as Editor, I hope that you will use the Journal as a forum for considered debate.

Audrey Curtis.May, 1996.