[en] The present Bachelor's Thesis focuses on the comparative study of the Early Childhood Education stage in the educational systems of Nordic and Mediterranean countries, with the aim of identifying relevant aspects of Early Childhood Education and Care (ECEC). To achieve this, the methodology has been centered around the comparative method, which allows us to recognize both the educational differences and the convergences existing between the different countries, thereby understanding the Early Childhood Education in each nation and identifying the challenges and trends guiding this stage. The research has been structured in various phases: analysis of the theoretical framework of ECEC in Europe; definition of the research and its object of study; collection of necessary data; comparative analysis of the studied variables; and study of results with subsequent development of conclusions. For this process, three representative countries from each region were selected (Spain, France, and Italy from the Mediterranean, and Denmark, Norway, and Sweden from the Nordic region), as well as three relevant variables of ECEC (child-to-teacher ratio, educational provision models, and the required training for professionals working in this stage). The analysis shows that the Nordic countries have lower child-to-teacher ratios compared to the Mediterranean countries, integrated models as opposed to the differentiated ones of the latter, and more advanced professional training requirements for working with children under 3 years old. These results reveal the perceptions and approaches each nation has regarding Early Childhood Education, as well as their priorities, aspects that decisively influence the quality of these educational services. Consequently, this study offers a holistic view of ECEC that is useful for the implementation of future policies in this area.

[es] El presente Trabajo de Fin de Grado se centra en el estudio comparado de la etapa de Educacio?n Infantil de los sistemas educativos de los pa??ses no?rdicos y mediterra?neos, con el objetivo de identificar aspectos relevantes en torno a la Educacio?n y Atencio?n a la Primera Infancia (EAPI). Para ello, la metodolog??a se ha articulado a partir del me?todo comparado que nos va a permite reconocer tanto las diferencias educativas como las convergencias existentes entre los diferentes pa??ses y, por tanto, conocer la Educacio?n Infantil de cada nacio?n e identificar los retos y tendencias en las que se orienta dicha etapa. La investigacio?n se ha estructurado en diversas fases: ana?lisis del marco teo?rico de la EAPI en Europa; delimitacio?n de la investigacio?n y de su objeto de estudio; recopilacio?n de los datos necesarios; ana?lisis comparativo de las variables estudiadas y estudio de resultados con la posterior elaboracio?n de conclusiones. Para dicho proceso, se han seleccionado tres pa??ses representativos de cada regio?n, (Espan?a, Francia e Italia de la mediterra?nea y Dinamarca, Noruega y Suecia de la no?rdica), as??como, tres variables relevantes de la EAPI (la ratio, los modelos de oferta educativa y la formacio?n exigida a los profesionales que trabajan en esta etapa). El ana?lisis muestra que los pa??ses no?rdicos presentan ratios inferiores a los mediterra?neos, modelos integrados frente a los diferenciados de estos u?ltimos y una formacio?n profesional ma?s avanzada en torno a los requisitos exigidos para trabajar con menores de 3 an?os. Estos resultados revelan las percepciones y enfoques que cada nacio?n tiene sobre la Educacio?n Infantil, as??como, sus prioridades, aspectos que influyen decisivamente sobre la calidad de dichos servicios educativos. Y como consecuencia, el presente estudio ofrece una visio?n hol??stica de la EAPI de utilidad para la puesta en marcha de futuras pol??ticas en este a?mbito.