The spirit of the child inspires learning in the community: how can we balance this promise with the politics and practice of education?

Our contributors offer inspiring stories—from a psychology of early childhood and teaching experience that appreciates the spiritual values that young children affirm in shared enjoyment of life. We confirm that every child has motives of an affection- ate learner, seeking companions for an active and imaginative life. Each boy and girl, with their individual characters and interests, wants to take part in the ‘common sense’ world of a community with its treasured moral and artistic values, sharing joy in the discovery of a natural and meaningful world. They do not just need to be taught how to use material possessions, and how to obey social and cultural rules. We seek principles for early education and care to support responsive teachers in the years before formal school begins. Scotland’s kindergarten tradition and its contem- porary policies for transition to school offer a distinguished history of curriculum reformation, following the spirit of the child.