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This article documents home and community visits by early childhood pioneers during the Reform Era (1870-1920). The home-community visitors promoted the development of young children by addressing needs of poor and vulnerable children, their families, and their communities. As the rationale for focusing on the Reform Era, this article identifies four parallels between societal conditions influencing home-community visits during the Reform Era and societal conditions present today: (1) efforts to eradicate poverty by changing environmental conditions; (2) massive arrival of immigrants; (3) rapid transformation of society; and (4) promotion of volunteerism. This article identifies the charity kindergarten movement, establishment of settlement houses, and promotion of compulsory education as the three major social justice movements during the Reform Era that contributed significantly to home-community visits. The objectives, procedures, and outcomes of home-community visits during each of the three social justice movements are identified and elaborated. Home-community visits by philanthropic kindergarten teachers resulted in: (1) parents valuing play; (2) appropriate transformation of child-rearing practices and neighborhoods; (3) families receiving welfare services; (4) parents becoming local advocates and leaders; and (5) kindergarten becoming a part of public schools. Home-community visits by residents from settlement houses resulted in: (1) reforming child labor practices and legislating compulsory education; (2) legislating housing reform and standards on public conveniences; and (3) introducing and promoting safe playgrounds. Home-community visits by visiting teachers from public schools resulted in prevention and amelioration of academic failure. The article concludes with 10 lessons contemporary educators can learn from historical home-community visits. (Contains 85 references.) (Author/LPP)

Recounts an interview with Professor Amita Verma. Highlights Professor Verma's contributions to practice, research, and policy in early childhood education and development at the national level in India. Suggests sources of information and the influence of various leaders on early childhood education and care in India. Indicates that concern about developmentally appropriate practice is shared by Indian educators. (DR)