This paper discusses current perspectives on the education of young children in terms of five interrelated issues rooted in a developmental perspective: (1) the complexities of predicting the long-term developmental outcomes of early experience; (2) how to interpret gender differences in the long-term effects of different approaches to early years curriculum; (3) the implications of recent research exploring the effects on children's motivation of different pedagogical practices; (4) the long-term consequences of early social difficulties for the long-term development of social competence; and (5) curriculum and pedagogical practices that address the first four issues. The paper concludes that for the sake of children's long-term development and their dispositions to learn, formal and rigorous academic instruction and exercises should be postponed until roughly the age of 6. The paper asserts, however, that early years curriculum must address the intellectual development of children and engage their minds in observing, drawing, and discussing events and phenomena around them worthy of close inspection. Contains 26 references. (EV)