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Recent advances in research have furthered understanding of the many roles that emotions play in fostering effective learning. This editorial argues, against fashion, that the affective domain is neither separate from nor less significant in the learning process than the cognitive domain. It begins with a vignette of a struggling reader. It then defines emotions and explains their role in learning, using cognitive psychology and neuroscience as the research base. Next, it examines the influence of the affective domain on learning to interpret symbols. The editorial concludes with an analysis of reading anxiety and recommendations for practice.

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The COVID-19 world health crisis has profound implications for the care and education of young children in homes and schools, the lives of preservice and inservice teachers, and the work of college/university faculty. This article begins by discussing the implications of a world health pandemic for education and the challenges of conducting a literature review on such a rapidly evolving topic. The next four sections categorize the COVID-19 literature into themes: (1) threats to quality of life (QoL) and wellness, (2) pressure on families and intensification of inequities, (3) changes in teaching methods and reliance on technology, and (4) restructuring of higher education and scholarship interrupted. Each of the four themes is introduced with a narrative that highlights the current context, followed by the literature review. Next is a compilation of high-quality, online resources developed by leading professional organizations to support children, families, and educators dealing with the COVID crisis. The article concludes with changes that hold the greatest potential to advance the field of early childhood education and care.

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