Also like Levine, Neuman indicates that other nations have taken such great strides in advancing ECE efforts, in some cases while struggling with other serious issues facing developing countries; as a result, the United States should look to these nations for ways to improve its own educational system (Levine 2005; Neuman 2005). Unlike Levine, Neuman draws her information from researching the "OECD of early childhood education and care in 20 advanced industrialized countries" (Neuman 2005). She also discusses three main challenges facing these nations in terms of ECE advancement that are particulary relevant to U.S. As well, and the strategies undertaken by these countries to cope with the challenges (Neuman 2005).

The first significant challenge involves coordination and governance of early child care and ECE. Countries have either adopted a divided or integrated approach to the issue, with the integrated approach seemingly better for coordination of effort, efficiency, better teachers and teacher salaries, and prevention of overlapping services (Neuman 2005). In response, some countries such as Denmark and Chile have established "coordinating bodies" to oversee the entire system and hold decision-making power (Neuman 2005). These countries have proven that such an approach can be successful if combined with other factors such as "technical capacity" and a "shared, holistic vision of early care" and ECE (Neuman 2005).

The second challenge facing nations with regard to ECE is helping younger children to be ready for the transition from ECE to primary school. In many countries, there are "structural, curricular, and pedagogical...

One successful solution undertaken by many nations so far has been to coordinate all childhood services from birth up to primary school (Neuman 2005).
Finally, Neuman discusses the issue of ECE accessibility for children under the age of three, children in rural areas, children of lower income parents, and those with differing cultural backgrounds or special needs (Neuman 2005). She suggests "mobile pedagogical units," translation services, support staff that speaks other languages, and "working with parents to bring their diverse perspectives and traditions into the early childhood settings" as possible solutions to accessibility challenges (Neuman 2005).

Unlike Levine, Neuman then goes on to suggest practical ways the U.S. can learn from other countries' experiences with ECE challenges. For example, she suggests appointing a single organization to oversee governance, integrating early childhood care and ECE into the current education system, and working to ensure accessibility to all children, regardless of ethnic background, home language, or income level (Neuman 2005).

When put together, Levine and Neuman's articles provide a thorough and comprehensive overview of the blossoming recognition of the importance of ECE in both advanced and emerging nations, suggesting that the United States now has some "catching up" to do.