ABSTRACT
Skeptics of a second Handbook 10 years after the first edition might ask, "Has the field of educational psychology changed significantly, and has the fund of knowledge about children's beginning education grown substantially?" The answer to the first question is "No" because the field of educational psychology has not changed dramatically during the past 10 years. The same trends evident in 1990 have continued with perhaps more emphasis on discipline-based learning and assessment and less emphasis on motivation and teaching. However, the answer to the second question about the fund of knowledge generated in educational psychology is "Yes" because research has advanced knowledge about children's
education substantially. Our answers are based on the kinds of research published in educational journals as well as the changes in federal policies regarding curriculum, instruction, and assessment.
