As the interdependence of nations becomes increasingly evident and necessary, so too must our understanding about education become shared property. This monograph examines the early childhood education and care systems in four English-speaking nations with strong elements of common heritage. Systems in the United States, United Kingdom, Canada, and New Zealand are examined separately, with each analysis focusing on elements including philosophy, recent changes and reforms, practitioner training, and curriculum and instruction. The monograph's concluding section summarizes the analyses, noting that all four countries: recognize the importance of early care and education, base their programs on some fundamental principles of child growth and development, assume that teachers should be knowledgeable in areas of child growth and development, and value the use of play as a way of learning for young children. Historical influences on early care and education are noted for each country, as are catalysts for recent changes and reforms, and differences across countries in terms of program emphasis and practitioner qualifications. (Sections for the United States, United Kingdom, and Canada contain references.) (HTH)