This article explores the way in which two, quite distinct, visions of early childhood (EC) education were manifested in selected rural and urban centers in India and Zimbabwe. Elements of a pediatric orientation existed along with aspects of a pedagogical model that emphasizes a western form of school preparation. The article concludes that the potential for rural early childhood programs in particular, to be effective, may be strengthened if EC teacher education included knowledge about the divergent influences of these two orientations towards children and their developmental needs.
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