Discusses a cognitive-social learning model of social skills training to assist young children to greater levels of peer acceptance. Details the model's three components: enhancing skill concepts, promoting skill performance, and fostering skill maintenance and generalization. Emphasizes that trainers must understand the model as well as the…

Discusses a method for increasing elementary school children's multicultural awareness by sharing their own written stories in the context of multicultural children's literature. Describes how classroom activities can promote multicultural awareness through by allowing children to practice democracy, analyze the circumstances of one's life;…

Discusses the Systemic Change Model for Leadership, Inclusion, and Mentoring (SLIM), designed to help directors of child care organizations lead successful systemic changes. The model includes recommendations for building caring, consistent relationships with the total system, staff empowerment, a mentoring program to help the director focus…

Discusses issues related to working with young children with autism for elementary school teachers. Describes characteristics of autism, the need for early intervention, and the general principles for effective practices with autistic students, and classroom adaptations. Includes a list of organizations concerned with autism. (JPB)

Proposes a conceptual framework based on an ecological model for helping teenagers once they become parents. Discusses three social service programs for pregnant teens, including prevention and intervention programs and shelters, and proposes an alternative program that provides a home environment in cases in which parents no longer support…

Discusses a program for improving parent-teacher communication by means of advocate teachers who observe a small group of children and conduct conferences with their parents. Describes the implementation of this program in one nursery school, including program evaluations and parent satisfaction. (JPB)

Explores the relationship between conflict and violence by reviewing literature about young children's peer conflict, focusing on questions about the nature of peer conflict and teachers' responses. Concludes that peer conflicts do not necessarily lead to violence, but when children are unable to resolve their own conflict and are not supported in…

Describes characteristics of young gifted or talented children that affect the way they learn and develop. Asserts that teachers and parents should consider each child's unique needs as they plan for their education. Discusses concerns such as uneven development, the need for acceleration or enrichment, appropriate socialization and peer…

Describes socioeconomic conditions in Ecuador challenging optimal child development. Describes operation of a preschool in a poor neighborhood and discusses visits to an orphanage and to a special education facility during collaboration with the parochial leadership, medical personnel, and educators in the town of Quito. Reflects on successful…

Presents historical background on family participation in early care/education programs. Highlights the vision and activities of four Wisconsin Early Childhood Centers for Excellence offering family-centered services with services to young children. Illustrates various strategies used to empower parents and strengthen bonds between parents and…

Compared the use of color in physical design features associated with the exterior and interior designs of 101 child care centers in Alabama. Found that color was evidenced on the exterior of the centers at just over half of the sample. The interior environments had warm colors and bright accents in the setting; however, the majority of centers…

Examined the effects of two forms of organization of pretend play on children's behavior in the cognitive and affective domains as observed in a mixed-age environment: teacher-directed frontal play, with all children involved, and child-directed small group play. Found a significant increase in cognitive domain behavior during child-directed group…

Investigated the agreement and stability of three teacher rating scales used to assess attention deficit/hyperactivity disorder (ADHD) in preschoolers. Found that agreement among the rating scales and interrater agreement between teacher and assistant teacher ratings yielded noticeably stronger correlations at elementary school than at preschool 4…

Describes gender differences that are supported by research and how society, parents', and teachers' influences shape gender identity during early development. Discusses problems boys in particular may face later in life if they are not taught how to handle their emotions during childhood. Offers suggestions for teachers and parents to guide boys…

A 6-step assessment-based process allows teachers to gather information to make better decisions about curriculum adjustments, program planning, and supporting student needs. Steps include identifying the purpose of the decision, identifying necessary questions, deciding the type of information needed to answer the questions, and determining how…