Abstract
This article contrasts the differences between the educational philosophy and procedures used in early childhood education (ECE) and early childhood special education (ECSE). ECE emphasizes child-directed instruction that is based on children's choices and interests and is embedded in children's play. ECSE emphasizes teacher-directed activities that promote the acquisition of specific developmental skills. We propose that there is insufficient evidence to claim that the ECSE model is essential to the developmental functioning of children with disabilities. In contrast, recent research on parent--child interaction points to the potential benefits of ECE procedures. Findings from this research provide a rationale for examining how the ECE model can be adapted to meet the needs of children with disabilities.
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