The twentieth century was a lime of great change in early year education, As the century opened, the use of Froebel 's kindergarten methods infiltrated more infant classrooms. The emergence of psychology as a discipline, and especially its work on child development, was beginning to influence thinking about how infants learn through play. Whi Ie there were many teachers who maintained Victorian approaches in their classrooms, some others experimented, were widely read and a few even travelled to the US and Europe and brought new ideas home. As well, there was increasing political support for new approaches to the 'new education' ideas at the turn of the century.
