This is seen particularly in programs that target children deemed at-risk of school failure. Recent legislation mandates more explicit attention to tracking and fostering children's progress on specific indicators of language and literacy development. At the state level, many of the pre-kindergarten initiatives also prioritize the development of literacy and numeracy skills to ensure that children are prepared for primary school. Denmark, England, Finland, New Zealand, Scotland, Spain and Sweden have all moved toward integrating child care and early childhood education in one system. Throughout the U.S., there is increasing recognition of the fact that care and education must go together but there are only traces of it in actual operating programs.
Public education is primarily a state responsibility within the United States.
Most countries favor mainstreaming young children with physical, mental, and learning disabilities into ECEC services. The US Federal Government has been a leader for many years in promoting access and equity issues related to special education. Depending on the state, there is growing inclusion of such children. Most countries recognize the role of ECEC in increasing the educational opportunities of those at risk of social exclusion, especially children in poverty or from immigrant backgrounds. Other countries including Belgium, Denmark, and the Netherlands, favor language immersion and training in the national language.