For a variety of reasons, now seems to be an opportune time to discuss the future of early childhood education in the United States. Many have joined in this effort (Adams, 2021; Alanis, Iruka, & Friedman, 2021; Carter, 2021; Taylor, 2021; Washington, 2021). Each of these early childhood authors presents their own view on this issue. Here, I wish to add my voice.
But before I do, for those who do not know me, here is a little about myself: I was a shy boy growing up in the Clee Hills of Shropshire, England, in one of the communal farms of the Bruderhof. My elementary school was an old farm house with an outhouse for the students, which my father, the headmaster, would clean out each week. I loved the countryside and the farm; I hated school.