Similar to national education reform and special education reform efforts, the field of early childhood education has been "under construction" as well. It's so different now. When I think back to the early intervention and preschool programs my son had in the 1970s, I am struck with how much our field has changed.

At about one year of age, Chris went to his first "school," which was center-based - an hour a week with therapists one-on-one, an hour another day of the week in a small group with a teacher and other parents, and an hour on another day for a "mothers' group." When Chris was two, the director told me he might be better helped in another center-based program at a medical center. Chris went four mornings a week, and the mothers were required to sit behind the two-way mirror to observe what was happening so we could carry through with these activities at home. At that time, there were no home visits in early intervention.

When Chris was three, he was diagnosed as being profoundly deaf in addition to his other developmental delays. Accordingly, he was enrolled in the preschool for the hearing impaired in our local school district. This was 1976, the first year of implementing the new special education law known as PL 94-142. We were one of the first families to have an IEP! Parents were told that if we wanted to visit the school, we needed to call ahead first, but that no visits would be allowed for six weeks. From mandatory attendance to "stay away" - what a switch!

These programs were exceptional - especially in the times they were offered. Although no nondisabled peers were involved in these programs, they were still ahead of their time. Parents were involved to some degree, their opinions were sought, and young children did receive some much needed help.

When I went back to graduate school and learned more about special education and early childhood programs, I took classes in assessment and intervention. I read about theory and heard about practice - for the most part, the traditional teacher-in-a-classroom with the calendar posted on the wall and carpet squares for story time. I learned how to be a teacher in that class, geared to the needs of students in special education. I loved to read or tell stories, liked having varied activities, and enjoyed the play time myself!

But it's different now. Yet many people are in early childhood programs because they want to be in a class like that. But where is our field heading? If we truly believe that children with special needs are children first - and their disabilities are secondary - and if we understand special education law, then we know where they would be if they didn't have a disability. That might be a home, a child care center, a family day care home, a Head Start, a mother's day out, or a community program of some kind. These programs might be quite different from what we learned, or what we dreamed about.

What is the role of today's early childhood staff? Do we see ourselves, whether we are new or seasoned practitioners, as those who support children in their natural environments? That means we may spend most of the time in our cars, traveling from place to place. Instead of being "in charge," we must work with a variety of others. Some have a great gift and work well with children, but not all do, and that's tough. After all, we want what's best for these young ones - especially now that we know that these early years are terribly important.

I'm reminded of the song in a recent movie about painting with all the colors of the wind. Instead of standing at an easel in a classroom, smocks covering our clothing, paint in one hand and brush in the other, creating a picture on butcher paper - we find ourselves outside, trying to catch the wind in order to paint with it! A color here, another there, and capturing them on something in order to have a painting - no, it's a totally new creation we are asking for here.

As we go into the new year, I want people to know that I think the kinds of services we are providing to young children in their natural environments are important. I also want you to understand that I know that sometimes this is challenging. We are all struggling with shifts in attitudes, duties, work environments, routines, and expectations - with the changing colors of the wind.

Submitted by Marnie Campbell, Kansas State Department of Education

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