The purpose of this book is to illuminate issues and concerns about decisions that administrators and teachers must make regarding their preschool programs. To that end, the book provides insights on the theory, research, and practice of preschool education. Individual papers concern: (1) a comprehensive overview of preschool practices; (2) what children should be doing in light of developmental theory and contemporary research on children's intellectual and social development and a model for organizing an intellectually oriented curriculum; (3) the resistance to the implementation of developmentally appropriate educational practice with young children and the argument that such practice challenges the values and beliefs of many educators; (4) quality in early childhood education and findings of the Perry Preschool Project; (5) direct instruction of economically disadvantaged kindergarten children; and (6) public school involvement in early childhood education. Concluding materials offer descriptions of 19 public preschool programs that reflect various elements of quality programming and current practice, and a list of resources for educators. (RH)