This paper reviews and comments on the ways that thought and feeling, cognition and affect, have been balanced in early childhood education at various periods in the last half century. The relationship between educators and psychologists is discussed, and a closer collaboration of the two encouraged. The cognitive-affective interaction view is traced from John Dewey and the Progressive Education Movement to the work of Jean Piaget. Among concepts discussed and evaluated from a historical perspective are the significance of self initiated play, the role of education in bringing about social change, and the debate between the behaviorists and the cognitive psychologists. Also discussed are studies pertaining to research on the relation between thought and feeling. Concluding statements are made on parent trends in early childhood education. (CM)