Interdisciplinary models of contemporary early childhood education refer to models that have their roots in developmental psychology, educational psychology, and related fields and have implications for practice today. This entry focuses on three types of models that have received recent attention and had a significant influence on early education, especially for children from the age of 3 through the first years of formal schooling. These models emphasize the need for intentional teacher–child interactions, family involvement and support, and community resources to foster children’s learning and development.