This paper summarizes the discussions of a workshop that brought together 74 neuroscientists, cognitive psychologists, education researchers and practitioners, and policymakers to explore the possible relevance to early childhood education and special education of recent developments in neuroscience and cognitive psychology. The report discusses: how neuroscience can help teachers teach; how educators can help guide brain research; and how neuroscientists and educators can help shape policy. Workshop presentations on brain development, language development, literacy development, and mathematics concept development are included as well as responses to the presentations. Workshop participants concluded that there is a chasm between what scientists accept as proven fact and what the public, teachers, and administrators believe. A number of recommendations for fostering communication and influencing policy are made, such as creating incentives and requirements for schools of education to understand, research, and expand teaching of early childhood development. Contains 21 references. (CR)