This volume examines the emotional world of the early childhood classroom as it affects young children ‎(‎whose emotional wellbeing is crucial to successful learning‎)‎‎,‎ educators ‎(‎for whom teaching is never a solely cognitive act‎)‎‎,‎ parents‎,‎ and administrators‎.‎ In a culture where issues such as bullying and teacher burnout comprise major challenges to student success‎,‎ this book brings together diverse voices ‎(‎researchers‎,‎ practitioners‎,‎ children‎,‎ and parents‎)‎ and multiple perspectives ‎(‎theoretical and personal‎)‎ to refocus attention on the pivotal role of emotion in schools‎.‎ To do so‎,‎ editors Samara Madrid‎,‎ David Fernie‎,‎ and Rebecca Kantor envision emotion as a dynamic‎,‎ fluid‎,‎ and negotiated construct‎,‎ performed and produced in the daily lives of children and adults alike‎.‎ A nuanced yet cohesive analysis‎,‎ Reframing the Emotional Worlds of the Early Childhood Classroom thus presents a challenge to the overriding concern with quantifiable classroom achievement that increasingly threatens to push the emotional lives of classroom participants to the margins of educational and public discourse‎.‎