This paper outlines the potential contributions and limitations of applying the life-span perspective of developmental psychology to childhood education. The long-range consequences of corrective, preventive, or optimizing endeavors are pointed out. Potential contributions to the establishment of educational goals as well as to the construction of intervention programs are discussed. Limitations concerning the applicability of available research data and developmental theories are reviewed. Emphasis is put on the utilization of research strategies permitting a definite identification of causal factors in intraindividual change. The conclusion of the paper is a plea for the kind of developmental theories that permit short-term estimation of long-term effects. (Author/SB)