International Evidence on Effective Early Childhood Care and Education Programs: A Review of Best Practices


  • Giselle E Navarro-Cruz California University Polytechnic University, Pomona
  • Thomas Luschei Claremont Graduate University School of Educational Studies


Early education, best practices in ECCE, US ECCE, international ECCE


In recent years, the United States has made substantial progress in the quality and availability of early childhood education (ECE), especially in the areas of special education and ECE programs for low-income families. Nonetheless, there is room for improvement in terms of access and quality. To improve access and quality in ECE, the United States can look to best practices in ECE in other countries.

A total of 49 sources were reviewed to develop an in-depth understanding of both ECE in the United States and international ECE best practices. Sources were chosen based on relevance and quality and included books, articles, and policy reports. These sources covered the ECE best practices in increasing funding, access, and quality. From developed to developing countries, this review provides an understanding of best practices in ECE throughout the world that the United States can learn from to enhance ECE for the wellbeing of children as well as society.

Author Biographies

Giselle E Navarro-Cruz, California University Polytechnic University, Pomona

Giselle Navarro-Cruz is an assistant professor at California Sate Polytechnique University, Pomona where she teachers courses in Early Childhood Studies. Her research interest includes quality and access to early childhood care and education, international child care, parental and children’s funds of knowledge, parenting, community resources for children and families, Latino families, bilingual education, and theories in child development.

Thomas Luschei, Claremont Graduate University School of Educational Studies

Thomas F. Luschei is an associate professor in the School of Educational Studies at Claremont Graduate University. His research uses an international and comparative perspective to study the impact and availability of educational resources—particularly high-quality teachers—among economically disadvantaged children. His recent publications include Teacher distribution in developing countries: Teachers of marginalized students in India, Mexico, and Tanzania, published by Palgrave Macmillan (2016, with Amita Chudgar) and “Avanishing rural school advantage? Changing urban/rural student achievement differences in Latin America and the Caribbean,” in the Comparative Education Review (2016, with Loris P. Fagioli)