Illustrated with examples drawn from the experience of one teacher educator, ways of providing prospective teachers at the college level with active learning experiences based on developmental principles are discussed. The discussion draws parallels between three approaches in early childhood education and these same approaches to teacher education. Specifically examined are behavioristic-learning, cognitive-developmental, and developmental-interactionist approaches. Core features of each approach are identified, differences between approaches are indicated, and the implications of each approach for educational practice and the individual development of teachers are pointed out. The behavioristic-learning theory approach is viewed as the basis of traditional approaches to teacher education and is, therefore, only briefly discussed. Emphasis is given to the cognitive-developmental and the developmental-interactionist approaches, which differ mainly in that the latter includes the dimensions of affective and social development. Much discussion of the two developmental approaches focuses on strategies for establishing learning situations that promote individual growth. Particular attention is given to workshops, which encourage increased involvement, and to teacher-made worksheets, which enable students to work independently. Subsequent to a discussion of affective dimensions of workshop experiences, concluding remarks focus on risks involved in using the developmental approaches and on grounds for preferring developmental approaches in early childhood teacher education. (RH)