Discussion focuses on teachers' beliefs and values as they relate to working with young children. Specific attention is given to (1) whether the reported blurring of the boundaries between child-life and adult-life has affected the education of young children; (2) parental pressure to provide very young children with persistently optimal experiences; (3) changing children to fit the curriculum, rather than changing programs to meet the needs of children; (4) stress-related symptoms seen in young children; (5) the importance of investigating how children learn, as opposed to what they learn; (6) the effect of different approaches to the kindergarten curriculum on children's retention of gains; (7) the uses of play and unstructured materials for the development of young children; (8) learning to read and write; (9) differences in the ways two teachers implemented their values and beliefs in different contexts of administrative priorities; (10) support for the personal development of teachers as professionals; and (11) the problem of very low salaries in the field of early childhood education. (RH)