This theme issue includes five articles that focus on educational, cognitive, and brain research with implications for early childhood educators, including those who work with limited-English-proficient, minority, and economically disadvantaged children. "Coming to Grips with Reading Instruction at the Early Grades" (Christie L. Goodman) reports research findings that address how children learn to read and outlines successful strategies for enhancing literacy development, both at school and home. "Do You Want Your Students To Be Readers? All It Takes Is 15 Minutes a Day" (Juanita Garcia, Hilaria Bauer) discusses the socio-psycho-linguistic aspects of literacy development and the "book talk" teaching strategy, which creates physical and social contexts that encourage children to read and express their opinion about what they've read. "Snapping Synapses in the Early Years" (Bradley Scott) describes research findings that a person's capacity to learn depends on an interplay between nature and nurture, and its implications for providing a good learning environment given the social problems that children face. Practices supportive of good learning environments are suggested for parents and other adults, policy makers, and schools. "Retrato de mi familia: A Portrait of My Hispanic Family" (Rebeca Maria Barrera) discusses how Hispanic family rituals are central to Hispanic culture, and presents strategies for incorporating culture into the classroom and for working with a student's whole family. "Child's Play" (Yojani Fatima Hernandez) discusses the importance of play in childhood learning, types of play, and how to promote play and encourage social interactions. "IDRA Kicks Off 25th Anniversary Celebration" gives a brief history of the Intercultural Development Research Association and its accomplishments. A sidebar presents findings from brain development research. (TD)