This discussion explores some of the emotional factors affecting teachers and children in the educational process and their relationship to early childhood education. One major area of emotional experience in the classroom is related to the child's response to the content of what is being taught. Any novel situation and, in particular, a situation in which new informationb and ideas are being presented, may evoke strong emotional reactions ranging from excitement to fear. These reactions, and the way in which they are handled by the teacher, may influence learning and retention. The second, and perhaps the most important area, is the set of feelings which are inherent in the teacher-child relationship. These feelings -- both the teacher's and the child's -- cannot help but influence what is learned, what is taught, and what is retained. Finally, emotion enters into the classroom as content. Most adults believe, whether they admit it or not, that it is "good" for children to experience strong emotions -- both positive and negative -- in a protective context, in order to learn about the self and about the self's ability to feel and to cope with the vicissitudes of life. (Author/RH)