The long-ranging debate over "child-initiated vs. adult-directed" learning reduces a complex question to two extremes, in which either the children or the adults hold the power in a classroom. Here, finally, is a book that recognizes there is a middle ground where childrren and adults share responsibility for learning, and that the most effective teachers make thoughtful, intentional uyse of both child-guided and adult-guided experience. Experts are commending the book as moving the field forward: This is one of the best early childhood books that I have ever read, and I have read a lot of them. It takes on a difficult topic about which little direct research exists and does an outstanding job of framing the discussion in ways that not only will push the practice of current teachers but will also provide a new theoretical framework for pushing a new generation of research in the field. —Sue Bredekamp, Council for Professional Recognition, Washington, DC