Cristina Allemann-Ghionda is Professor of Comparative Education at the University of Cologne.

"This is a very strong collection of essays by some of the top scholars in the field of European social policy, including both historians and social scientists. The individual chapters are richly detailed, well written, and informative, documenting a wide range of thinking and practices about children, families, and states over more than two centuries.”  ·  Sonya Michel, University of Maryland"[A] very useful collection. The editors have taken an inclusive approach to Europe: chapters cover not only the large countries such as France, Germany, or Britain but also many smaller nations like Switzerland, the Czech Republic, or Hungary. Each of the national case studies provides a concise and well-organized account of historical background and present-day contours of educational time policy.”  ·  Ann Taylor Allen, University of Louisville

• List of Tables, Figures, and IllustrationsPreface  Cristina Allemann-Ghionda, Karen Hagemann, and Konrad H. Jarausch Part I: Introduction: Time Policy – A New Approach for the Comparative Analysis of Childcare and EducationChapter 1. Children, Families, and States: Time Policies of Childcare and Schooling in a Comparative Historical PerspectiveKaren Hagemann, Konrad H. Jarausch, and Cristina Allemann-GhiondaChapter 2. The Politics of Time: Comparing and Explaining Current Work-Family Policies – Theoretical and Methodological ReflectionsKimberly J. Morgan Part II: Background and Context: Family Policies in Comparison Chapter 3. Family Law and Gender Equality: Comparing Family Policies in Postwar Western EuropeUte Gerhard Chapter 4. From Equality to Difference? Comparing Gendered Family Policies in Post-1945 Eastern EuropeJacqueline HeinenChapter 5. Family Policies and Birth Rates: Childbearing, Female Work, and the Time Policy of Early Childhood Education in Postwar EuropeLivia Sz. Oláh Part III:  Case Studies: Time Policies of Childcare, Preschool and Primary Education in EuropeA.  All-Day Childcare and Education Systems in Western EuropeChapter 6. The Best Interest of the Child: Early Childhood Education in Norway and Sweden since 1945Tora Korsvold Chapter 7. The Scandinavian Model: The Time Policy of Primary Education in Twentieth-Century SwedenLisbeth Lundahl Chapter 8. Continuities and Changes – Tensions and Ambiguities: Childcare and PreschoolPolicies in FranceJeanne Fagnani Chapter 9. Contrasting Policies of All-day Education: Primary Schools in France and Italy since 1945Cristina Allemann-Ghionda Chapter 10. (Pre)School is not Childcare: Preschool and Primary Education Policies in Spain since the 1930sCelia Valiente Chapter 11. From Weak Social Democracy to Hybridized Neo-liberalism: Early Childhood Education in Britain since 1945Kevin J. Brehony and Kristen D. Nawrotzki Chapter 12. Gender, Class, and Schooling: Education Policy, School Time, and Labor Market in Post-1945 BritainSally Tomlinson B.  Part-Time Pre- and Primary School Systems with Additional Childcare in West-Central EuropeChapter 13. A West-German “Sonderweg”? Family, Work, and the Half-Day Time Policy of Childcare and SchoolingKaren HagemannChapter 14. From Part-Time to All-Day? Time Policies in the Swiss Childcare, Pre- and Primary School System since 1945Claudia Crotti C.  All-Day Childcare and Part-Time Pre- and Primary School Systems in Eastern EuropeChapter 15. Beyond Ideology: The Time Policy of Russian School Education since 1945Anatoli Rakhkochkine Chapter 16. Economy and Politics:  The Time Policy of the East German Childcare and Primary School SystemMonika Mattes Chapter 17. Tradition Matters: Childcare, Preschool and Primary Education in Modern HungaryDorottya SzikraChapter 18. Female Employment, Population Policy, and Childcare: Early Childhood Education in Post-1945 Czech SocietyHana HaškováNotes on ContributorsIndex