This book builds on Volume 1 of "Reaching Potentials," which attempted to operationalize the "Guidelines for Appropriate Curriculum Content and Assessment" set by the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). Volume 2 elaborates on the guidelines, including describing what content is of most worth, what content goals are accepted by educators and have the greatest intellectual integrity, what content goals are the most reasonable and attainable. This volume's purpose is to describe curriculum content by subject matter, focusing on ages 3-8. Each chapter takes current views of curriculum content exemplified in national standards and places them in developmental perspective. For each content area various perspectives regarding curriculum planning are covered. Emphasis is given to conveying important knowledge specific to a discipline and to considering how and when children develop and learn. The chapters are the following: (1) "Introduction" (Sue Bredekamp; Teresa Rosegrant); (2) "Reaching Potentials Through National Standards: Panacea or Pipe Dream?" (Sue Bredekamp; Teresa Rosegrant); (3) "Reaching Potentials Through Transforming Curriculum, Assessment, and Teaching" (Sue Bredekamp; Teresa Rosegrant); (4) "Transforming Mathematics Curriculum" (Kathy Richardson; Leslie Salkeld); (5) "Transforming Science Curriculum" (Sally J. Kilmer; Helenmarie Hofman); (6) "Transforming Health Curriculum" (Charlotte Hendricks; Connie Jo Smith); (7) "Transforming Curriculum in the Visual Arts" (Christine Marme Thompson); (8) "Transforming Curriculum in Music" (Barbara Andress); (9) "Transforming Curriculum in Social Studies" (Carol Seefeldt); (10) "Transforming Physical Education Curriculum" (David L. Gallahue); (11) "Transforming Curriculum in Language and Literacy" (Kathryn F. Whitmore; Yetta Goodman); and (12) "Transforming Curriculum Organization" (Sue Bredekamp; Teresa Rosegrant). (BGC)