This document reports on recent research in the United States in the field of early childhood education. The point is made that this research is characterized by conflicting ideologies and rapid change. This conflict revolves around such issues as the relative importance of direct instruction and incidental learning, the emphasis on cognitive learning as opposed to a more broadly based curriculum, and the emphasis on education for the future versus education more presently oriented. Researchers have been concerned with the effect of early childhood education on later school achievement. A decided factor in the results appears to be the degree of continuity or discontinuity between the early childhood and the later school program. A great deal of research supports the importance of the model which the parent sets for the child. In addition, the role assumed by the teacher makes a big difference. Teachers who are more resourceful stimulate more student cooperation, involvement, and activity. Early childhood education has also been widely accepted among its advocates as a contributor to better human relations. The growth of new early childhod education programs seems to be on the upsurge in the United States. Much of this growth is described as chaotic. However, it is concluded, education must contribute to the young child's self-fulfillment in the broadest sense, and early childhood education is a challenge to our best creative thinking. (CK)