Young children's emotional experiences

Drawing on new empirical research focused on children’s emotional experiences, this special issue is timely. Its articles concern challenges and opportunities inherent in young children’s emotional experiences in 21st century contexts of early childhood education and care. They are intended to provoke debate, discussion and critique as well as asking significant questions of policymakers, practitioners and carers who may influence young children’s emotional experiences. As a collection, the articles promote the idea that we must continue to further our understanding of children’s emotional experiences. Nevertheless, the findings they highlight indicate that a test-based approach may detract from young children’s emotional development and the positive emotional experiences in early childhood which have potential to provide an important foundation for a fulfilling life