Over the past decade or so, the importance of self-regulation for academic development and later life success has become increasingly clear (Morrison, Bachman, & Connor, 2005). This article is a commentary regarding the articles in a special issue of "Early Education and Development," which broaden the understanding of the important…

Research Findings: Children across cultures begin the process of becoming literate well before they begin formal schooling. The early narratives children share in conversation with others lay the foundation for various academic and nonacademic aspects of school readiness. Practice or Policy: The present review synthesizes the major work conducted…

The disciplinary and institutional history of early childhood education are explored in an effort to explain the continuing lack of acceptance of critical science perspectives in the field. The costs of the field's continued reliance on psychological or child development perspectives are discussed. (LB)

The recent call for developmentally appropriate practices is analyzed from the perspective of the sociology of the curriculum, which is examined briefly. Discussion covers metaphors that form the foundation of curriculum theory and two alternative metaphors: early childhood education as caring and as schooling for democracy. (LB)

Considers the relationship between early childhood education and the public schools, including the "developmental" versus "academic" debate, the role of kindergarten, and the influence of developmental psychology on early childhood education. Maintains that a sense of separateness from public schools is a detriment for those involved in early…

Discusses the reconceptualist movement in curriculum studies, which advocates researchers' use of critical, interpretive, feminist, or phenomenological frameworks to share their work with the early childhood community. This movement is the focus of this special issue of the journal. Discusses efforts of the past 20 years to reconceptualize ways to…

The implications of developmentally and culturally appropriate practice for early childhood education are explored from the context of selections from classroom journals and personal narratives of 30 early childhood educators. The ability of developmentally appropriate practice to respond to cultural diversity is discussed. (LB)