In this commentary on a previous article that revealed modest and inconsistent results of the Parents as Teachers program, issues are highlighted that those involved in real-world evaluation need to consider. Study attrition, defining meaningful primary outcomes, and need to use a participatory approach to develop outcome-based interventions are…

Two scenarios are presented involving a family's experience in accessing a quality inclusive education for their young child to illustrate what it might look like if all stakeholders assumed responsibility for implementing available research-based information to facilitate inclusive early childhood education. Roles of families, administrators,…

This article describes Skilled Dialogue, an approach to cultural competency developed in response to the challenges posed by cultural linguistic diversity. Skilled Dialogue focuses on cultural competency as the ability to craft respectful, reciprocal, and responsive interactions across diverse cultural parameters. Characteristics, component…

Two convergent validity studies of the Behavioral and Emotional Rating Scale (BERS) were conducted with primary students. It was compared to the Systematic Screening for Behavior Disorders and the Scale for Assessing Emotional Disturbance. The BERS demonstrated adequate convergent validity and is recommended for identifying students with special…

Promotes the concept of serious play and discusses its role in learning, from early grades to graduate level. Provides guidelines for integrating serious play across the curriculum and includes sample primary and intermediate grade curriculum charts. (ET)

Presents a digest of basic developmental information about children's feeding skills and behaviors, and gives general feeding recommendations. Also addresses requirements for feeding children with developmental disabilities and chronic medical conditions for which adapted environments or monitored nutrient intake may be necessary. (ET)

Discusses whole-language classrooms as ones that create and nurture a morality of caring. Lists ways in which teachers can facilitate growth of the ethic of caring in the classroom-- helping children to become "other centered"--whereby a community of responsible, concerned, and empathetic children emerges, and the classroom models the essence of…

Recognizes the importance of each classroom being a proactive, multicultural learning center, noting the barriers (such as low self-esteem) in adults and children that often inhibit such an environment. Gives teachers and administrators specific actions and strategies for a systematic approach to family-school collaboration and advocacy for…

Notes that vocabulary provides access to mathematical concepts and that several kinds of vocabulary--technical, subtechnical, general, and symbolic--should be taught during each lesson. Gives 13 practical suggestions for planning and implementing math vocabulary instruction. (ET)

Discusses children's use of invented spelling and explores developmental considerations in learning to spell. Suggests characteristics of an effective spelling program, including 60 to 75 minutes of instruction allocated over a 3- to 4-day cycle, and use of test-study sequences for directed word study. (ET)

Studied the feasibility of including children's perceptions of their experiences in early childhood programs and, therefore, their perceptions of its quality. Found that children's responses did provide valuable information about program quality and that educators willing to invest the time to view their program through the eyes of the children…

Examines the role of cultural background on children's education opportunities. Suggests that today's diverse, heterogeneous societies demand culturally responsive education practices and programs that can actively engage young learners and help them build upon their own sense of identity. Calls for the development of early childhood education…

Asks theoretical questions about child development and how to define quality contexts for it in light of New Zealand's requirement that early childhood education meet quality criteria. Discusses principles that should underlie good programs, including a sociocultural theory of development and children's interactions with both teachers and peers.…

Reports on the development of a comprehensive education program "Step by Step: A Program for Children and Families" in Eastern and Central Europe and the former Soviet Union. Designed for young children from birth to age eight and their families, this program attempts to share U.S. teaching methods that promote democratic principles while drawing…

First, explores the Dutch government's child care policy in relation to the views held by Dutch education professionals. Second, contrasts policy experts' views on child care with parents' existing needs. Suggests that government and professionals should start taking the realities of parents' and children's lives as a starting point while putting…