This book is a welcome addition to the literature on Early Childhood Education and Care (ECEC). It explores childcare and pre-school development drawing on comparative, historical and institutional perspectives. The historical perspective and the depth of analysis will extend the shelf-life considerably in contrast to texts that predominantly describe the details of existing ECEC. In times of rapid policy changes, driven by demographic, socioeconomic and global developments, the presented framework of comparison is useful. Additionally, as the editors point out, the targets set by the European Council at the summit of Barcelona in 2002, stating that by 2010, 33 per cent of children under three and 90 per cent of children between three and compulsory school age should have access to ECEC will not be reached by all of the involved countries. To date some countries have reached these targets with ease, while others have considerable difficulties. Analytical tools and findings presented in this book explain underlying causes and may be helpful in supporting change or in renegotiating targets.

The introduction (Schweiwe and Willekens) presents a framework made up from path-dependency theory and two ideal types of the policy motives underlying the institutionalisation of childcare as the reference points for description and analysis in the following chapters. Path-dependency theory provides an opportunity to examine changes and turning points in the development of ECEC services, shows the dependency of policy development on the past and how, at times, those who organise ECEC stumble upon solutions. These may reveal smooth processes or radical changes, or, most likely, something in between. The two main motivations for policy involvement in the care and education of young children are the perception that children before compulsory school age are in need of education – whether as preparation for school or preparation for life – and to promote the reconciliation of care work and paid work by parents (or realistically, mothers). The prominence of one of these two motivators affects the institutional dimensions and the model allows the tracing of shifts from the work–care reconciliation model towards the educational model. Additionally, these two motivators are used to make claims on the internal logic involved in offering universal or targeted services.

In the first chapter, Bahle explores variations in public childcare in Europe, highlighting different levels of provision for children below the age of three and children from three to compulsory school age. He draws attention to the role of competition between the state and the (Catholic) Church and how arguments for or against universal services influence emerging trajectories of ECEC. Bahle's overview is followed by seven country studies. Four of the countries emphasise the need for education for young children, including the pioneers of ECEC Belgium (Willekens) and France (Martin and Le Bihan) and the ‘late-comers’ Italy (Hohnerlein) and Spain (Valiente). Attention is drawn to the role of the Church in Society, to attempts to instil citizenship and national cohesion in children (and families), to the consequences of the Italian shift to public responsibility for pre-school services and to the importance of the discourse on motherhood and other cultural practices, for example the role of grandparents and domestic workers. Country studies highlighting the emphasis on care–work reconciliation include Denmark (Borchorst), the Nordic Countries (Rauhala) and the United Kingdom (Penn). In the Federal Republic of Germany before unification (Baader), the UK and, in earlier days, Denmark, two tier systems have developed, addressing care–work reconciliation issues for working-class or lone parents and educational perspectives for middle-class families. These explorations are useful in tracing potential shifts in policy goals as well as the factors promoting and hindering the meeting of the Barcelona targets.

The remaining chapters highlight the rationales and consequences of the (de-) centralisation of ECEC (Neuman) and provide an example of how fragmentation of policy in a federal state (different levels of responsibility for care in contrast to education) result in stickiness as in the case of Germany (Scheiwe). The comparison of Germany and the United States (Baader) shows how views on the function of families impact on service development and how political and social conditions can make ECEC a vehicle for the promotion of an attractive shared version of citizenship. Another element of services development is expectations of a suitable workforce in ECEC. Rabe-Kleberg offers an informative case study on how motherly attitudes and professional habitus and behaviour are linked in Germany. Another issue shaping ECEC and the role of the state, the market and parents is the financing of the system (Schuler-Harms). Finally, Richter explores the challenges emerging from complex political systems and the number of actors shaping ECEC services.

The book is useful for teaching undergraduate and postgraduates interested in comparative perspectives and/or in early childhood, family and gender. Chapters are informative and useful on their own. However, reading the whole collection has great benefits. Any reader will become more aware of ethnocentric views on early childhood, families, the state's responsibility for ECEC and the ‘right thing to do’, which are deeply ingrained and often difficult to identify. It provides relevant questions to explore current discourses in ECEC and connected areas, such as different concepts of childhood, the role of mothers and fathers and workforce development. It is fascinating and encouraging that passionate pioneers, like Friedrich Fröbel stand the test of time. A number of authors refer to his work and highlight how influential his ideas continue to be.

Another point the book brings home, but could have been made clearer, is the struggle involved when translating terms from another language and situated in a different context. For example, to find appropriate German terms for ‘care’ and ‘education’, or vice versa to translate the concepts Bildung, Erziehung and Betreuung is nearly impossible, but a great exercise leading to a better understanding of historical, cultural and socioeconomic contexts.

The book provides many references to the different and changing concepts of childhood and motherhood, plus some to the perceptions and changes of the workforce in ECEC and a sprinkle of references to fatherhood. It would have been very interesting to have included the voices of children, parents and staff in ECEC but this would have exceeded the remit of the book and extended it to at least a three volume issue. The book is an inspiration to explore these themes further against the backdrop of the useful perspectives and theoretical framework it introduces.