Examines mother-child and father-child play and the relationship between parents' fantasy play initiations and their children's receptive vocabulary skills. The sex of parent effects during play initiations and the influence on children's cooperativeness toward the parent behaviors were tested in a laboratory playroom setting. (DT)

Discusses the dimensions of child sexual abuse, its prevalence, relationship to other problems, and behavioral manifestations. Also discusses various aspects of prevention, including allocation of resources, educative programs for children, consultation with professionals, treatment for families involved, and monitoring of the problem. (AS)

Discusses the nursery tradition, which is being threatened currently by the increasing tendency to place four-year-olds in infant school settings. Stresses that theory can be the lifeline of good practice, if linked with day-to-day work. Briefly discusses the theories of Vygotsky, Piaget, and Bruner, and the implications for the nursery school…

Expresses the belief that young children need poetry as a means of experimenting with language and as training for the later exploration of literature. (AS)

Presents conceptual framework for classification of poor readers based on a sample of over 5,214 children between 9 and 10.7 years. The framework is based on the notion of low achievers (those whose reading attainment is low but who attain the expected level) and underachievers (those whose reading is poor but who ought to read at a higher level).…

Presents a model which stresses the importance of teacher support for four levels of early childhood education--curiosity, exploration, play, and creativity. Provides definitions, outlines behavioral evidence for these levels, gives appropriate teacher responses for each level, and discusses theoretical support for the model's importance in…

Examines the debate on the role of the state in relation to families with young children. Discusses the meaning of parental involvement in the preschool field and the implication of this growng emphasis on parent involvement for the relationship between parents and professionals. (AS)

Examines some of the constraints operating against innovation in nursery education. Two conditions appear to be necessary for change to occur: management sees innovation as desirable, and nursery staff are willing to participate in the processes of change. (AS)

The Warnock Report, recognizing the need to provide parents with additional support and advice, introduced the concept of the "named person"--essentially a counselor and advisor. The article defines the role of the "named person," and the advantages and disadvantages of different groups of professionals and voluntary organizations' representatives…

Summarizes research on the field dependence-independence (FDI) dimension of cognitive styles of teachers. Argues for the integration of FDI knowledge into teacher preparation programs and more attention to teachers' and students' cognitve styles. (DE)

Investigated implicit theories underlying classroom decisions of preschool, kindergarten, and first grade teachers. Suggested that diversity of teacher preparation programs, the personal nature of teaching, and isolation from colleagues might account for the variety of implicit theories held by teachers. (DE)

Addresses the debate over early childhood teacher training. Argues that teachers should be: (1) trained according to professional principles and methodologies of teaching children; (2) well-prepared in math, science, and language; (3) value work; (4) maintain high moral standards; and (5) remain open to new ideas. (DE)

Examined the roles assumed by an early childhood teacher. Results indicated that there was an approximate balance in the teacher's roles as curriculum designer, organizer of instruction, and counselor/advisor. (DE)

Examines the history, training, philosophy, and professionalism of the Child Development Associate (CDA) credential. Although CDA recipients are adequately prepared as early childhood educators, they have difficulty gaining access to the profession of early childhood education. (DE)

Explores the idea that gender differences in participation in the early childhood profession originate in the culture of early childhood education. Differences in gender role learning facilitate female socialization into early education but inhibit socialization for males. (DE)