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This paper examines the current status of programs for preschool children in Chile. Section 1 of the paper provides an overview of the situation of preschool children in Chile. The country's population includes more than 1.6 million children between the ages of 0 and 5 years 11 months, and in urban areas, 18.4 percent of children between the ages of 0 and 6 years live in extreme poverty. Figures on child mortality; incidence of malnutrition; norms for sensory, psychomotor, and intellectual development; and participation rates in preschool programs are presented. These presentations particularly focus on poor children. Section 2 discusses the objectives of and differences between infant care programs, which focus on ensuring the healthy development of all children, and preschool education programs, which emphasize cultural, psychomotor, affective, and social development. Sections 3 and 4 describe the major public, private, and community-based young child welfare programs currently existing in the country. These programs include those which focus on nutrition, parent and family involvement, cultural development, and intellectual growth. The final section offers recommendations regarding the expansion of school readiness programs; the incorporation of popular culture into the content of programs; the clarification of the responsibilities of different government agencies; the expansion of access to care programs to children in urban areas; the implementation of parent education programs in rural areas; the development of community programs; the development of compensatory, remedial, and cultural programs; and ways to meet other needs. (Contains 26 endnotes.) (AC)

This book on educational management, is a collection of works that were presented at a 1991 international seminar. The papers are divided into three sections. The first section, the management in the crossroads of our time, contains three articles: (1) "Development Strategies and Education" (Juan Carlos Tedesco); (2) "Educational Management in the New Perspectives of Educational Policy" (Guiomar Namo De Mello; Teresa Roserley N. DaSilva); and (3) "Investigation and Innovation in the Educational Management of Teaching Materials" (J. Gimeno Sacristan). The second part, on the importance of research contains six articles: (1) "Problems and Theory Pertaining to Educational Management" (Justa Ezpeleta); (2) "Some Points" (Josefina Granja Castro); (3) "Educational Management" (Alfredo Furlan; And Others); (4) "Confusion, Hurt, Symbols of Intervention" (Eduardo Remedi); (5) "Conflict and Colectivism" (Bradley A. Levinson); and (6) "Educational Management in the Formal Curriculum in the Secondary School" (Rafael Quiroz). The third part, on studies and experiments has six articles: (1) "Educational Management of School Buildings from the Perspectives of Burocracy and the System" (Eduardo Weiss); (2) "Cooperation between the Technical Middle School and the World of Work in Mexico" (Maria de Ibarrola); (3) "Program To Better the Quality of the School Basics in the Poorest Sections of Chile" (Adriana Delpiano); (4) "Intermediate Education in Argentina" (Alicia Carranza); (5) "Academic Efforts as Support for Teachers in the Recovery of the Professional Identity of the Teaching Profession" (Maria Cecilia Fierro E.); and (6) "Steps in the Quality of Education." (Marta E. Teobaldo). (DK)