Research suggests that there has been no single, unidimensional, totally agreed-on shift in educational beliefs in Alberta and British Columbia between 1984 and 1990. Rather, several ideologies, research findings, and powerful political voices seem to have coalesced toward the end of the 1980s. The shift in ideas that resulted has been actively supported, lobbied for, and influenced by early childhood groups in both provinces. Both provinces have recently: (1) legislated for school change; (2) claimed that change in early childhood education and primary education leads to flexibility and a more developmentally based framework for children; (3) taken pains to provide for steady, smooth development between stages of learning and between learning outcomes and activities; (4) emphasized the importance of not using solely decontextualized forms of assessment and viewing assessment and evaluation as essentially supporting the child's learning. Both provinces have emphasized: (1) the importance of close linkage between home and school; (2) the dangers inherent in inadequate provision of an effective basis for early childhood education; (3) the greater attention now to be given to linguistic diversity and immigrant culture; (4) arts and humanities in the curriculum; (5) integration of learning experiences and differentiated access to the curriculum for the younger child; and (6) the social nature of learning. (RH)