Issues concerned with the widespread application of psychological theory and research to childhood education are discussed. Educational programs based on behavioral and cognitive psychological theories are compared in terms of the values they communicate to children. The innovative early childhood programs of the 60's which focused on reducing learning deficits are reviewed. A new educational focus is proposed, based on the interaction of cognitive and affective aspects of psychological functioning. Finally, the effect of involvement in education on the field of psychology is discussed. The need for better methods of analyzing total school environments and the inadequacies of the present methods of evaluation are emphasized. It is argued that formative (process-oriented) evaluation rather than summative (outcome-oriented) evaluation is desirable. (DP)