Discussed are three issues in early childhood education that have been addressed extensively by the research literature, namely: (1) the risks of early academic pressures on young children; (2) the importance of play in early childhood education; and (3) interaction as the context for early learning. Several reasons that child development and early learning theory and research are not being applied in early education programs are examined. These reasons seem to be economic, political, and social; philosophical; practical; and emotional. Some suggestions for bridging the gap between theory and research on the one hand and practice on the other are offered. It is concluded that educational programs for young children, whether in nursery schools, day care centers, or public schools, could be much better than they are if attention were paid to what research has to say. However, efforts to bring research and practice together in early childhood education have been going on for 15 years to little avail. It is time to change this situation. Eighty references are listed. (RH)