In five sections, this paper explores dimensions of early childhood education: schooling generally construed as nonparental instruction in knowledge, values, and skills. Section 1 looks at some of the factors which have contributed to the rapid growth of early childhood education in modern times. Section 2 briefly highlights the contributions of some of the major figures in contemporary early childhood education, including Heinrich Pestalozzi, Frederich Wilhelm Froebel, Maria Montessori, John Dewey, Sigmund Freud, Erik H. Erikson, and Jean Piaget. Section 3 reviews the basic parameters of early childhood education, dealing in turn with the learner, the learning process, and the nature of knowledge. Section 4 briefly delineates the aims of early childhood education. Section 5 discusses pedagogical issues in early childhood education. Section 6 highlights some of the major research issues raised by the rapid growth of early childhood education in the United States today. Section 7 considers public policy issues. Concluding remarks emphasize that to further build on the increasing acceptance of developmentally appropriate programs, policies should be passed and implemented that promote practices enabling all children to leave the early grades feeling good about themselves, learning, and schooling. (RH)