This thesis examines the discipline of futures studies and its potential for application in early childhood education. The need for an increased futures orientation in education is established by a survey of the overwhelmingly negative commentaries of youths on the topic of the future. These comments, it is argued, point to a vacuum of understanding about the future which educators should seek to counterbalance. This task should be particularly emphasised by early childhood educators since they share a commitment to the central objective of laying foundations for life long learning. Futures studies offers a useful methodology for this task. The thesis examines the major tenets of futures studies and its translation into primary and secondary educational settings. The applicability of futures studies to early childhood education is established by demonstrating the many principles which futures studies and early childhood education share in common. A futures focused curriculum need not involve the educator in any radically new philosophical and educational frameworks. It, rather, provides a means of extending and rearticulating existing developmental objectives from the vantage point of new perspectives. The thesis resolves the issue of whether or not futures concerns are beyond the reach of four and five year olds by examining how preschool children conceive time and the future. Young children are seen to possess many of the qualities which futures studies seem to reinstill in adults and older children. The educator should seek to capitalise on this by combining the positive aspects of children's innate perceptions of future time with the more abstract 'adult' understanding of time. A research project on preschool children's attitudes towards the future sheds further light on their understandings of the future while also enabling their own opinions on the topic to be heard. The thesis then defines the principal objectives of a futures focused curriculum and translates them into practical learning experiences. It concludes by exploring the implications of the findings contained in the thesis for early childhood education and by discussing some of the ways in which the educators themselves might come to terms with the issues articulated in this study.