Examined were the purposes and problems, as well as the present status and trends, of pre-school educational evaluation in seven European countries; Belgium, France, Germany (Federal Republic), Netherlands, Scandanavia, Switzerland, and the United Kingdom. These analysis required that national surveys be written which would first give brief background information on existing provisions of pre-school education, underlying educational philosophies, and important sociological and historical factors. A description and discussion of different evaluation purposes and procedures, with special attention to new methods, were judged desirable. Major attention would be devoted to a review of evaluation studies, both those evaluating general pre-school curricula and those assessing more specific programs, and taking into consideration process evaluation as well as short- and long-term effects. An attempt to judge strengths and weaknesses of current studies and to identify the main problems of evaluation research would be made. Possible guidelines for future evaluations were to be included. The national surveys generally followed this outline and were followed by a chapter in which the main trends reflected in the survey were summarized. Appended were special studies concerning the use of tests in evaluating pre-school educational programs, historical, social and cultural influences of pre-school evaluation, language programs, the evaluation of learning difficulties, the role of an evaluator, and an action research evaluation. (Author/BJG)