ABSTRACT
Latin@s1 are the fastest growing and youngest segment of the U.S. population. Th e experiences of Latin@ children as they enter the early years of care and schooling have signifi cant implications for their future academic success. In response, the fi eld of early childhood is not only undergoing growth but fundamental change. Research in early childhood education2 has also broadened in scope as it seeks to understand the implications of these new trends and how best to serve young Latin@ children and their families. Th e last decade in particular has witnessed some dramatic impacts from social and political forces on early childhood programs. Th e advent of testing of 4-year-olds3 and standardized preschool curriculums is morphing early childhood education into an extension of K-12 education with the corresponding pressures of accountability. Th ese trends and forces impact the policy, programmatic, and research decisions we make. Th us, it is imperative that we not underestimate the potential impact of these decisions made on behalf of young Latin@ children.
