In recent decades, early childhood education (ECE) has assumed a prominent position on the international agenda. Numerous studies, including the seminal work of James Heckman and his colleagues (Heckman & Masterov, 2007; Cunha et al., 2010), have demonstrated that early intervention in the form of high-quality early childhood education exerts a long-term influence on cognitive development, academic achievement, behavioral attitudes, and even adult income levels.
The majority of existing research focuses either on the neoclassical model—analyzing factors of access, resource allocation, and inequality—or on the neuropsychological aspects of early development, including cerebral cortex activity and the formation of cognitive functions in children aged 0–5. Significant attention is also dedicated to empirical case studies of educational programs, such as “Oklahoma Pre-K,” Head Start, and other large-scale government initiatives. However, a growing body of data and observations highlights a substantial gap: despite the recognized importance of ECE, most countries—particularly those with fragmented or emerging systems—lack a clear understanding of the ultimate purpose of early childhood education as a service, its universal functions, its internal structure, and its underlying economic logic.
Qualitative interviews reveal that parents involved in selecting an ECE institution most frequently articulate their expectations using generalized categories such as “development” and “safety.” Yet, when prompted to operationalize these expectations—to specify what exactly development entails, what safety should consist of, and how these should be structured—it becomes evident that a unified, clear understanding is absent. The same applies to service providers, including educators, directors, and administrators: interpretations of a kindergarten’s functions vary wildly, ranging from rigorous academic preparation to mere “childcare.” In countries lacking unified national standards (which constitute the vast majority of the developing world), early childhood education exists as a patchwork of heterogeneous practices—private centers, home-based groups, and small-scale initiatives—that lack a shared methodology, professional ethics, or financial transparency. Research by Myers (2006) and Naudeau et al. (2011), alongside observations by international organizations (UNICEF, World Bank), indicates that building an effective policy under such conditions is impossible until the fundamental nature of the service itself is defined.
In response to this gap, our team is investigating the operationalization of the functions, structure, and economic parameters of early childhood education, drawing on cross-country comparisons and an analysis of stakeholder expectations. The purpose of this study is twofold: first, to identify how early childhood education is perceived by parents, children, staff, and administrators; and second, to align these expectations with existing standards, recommendations, and scientific knowledge regarding early childhood development.