Three child development specialists give their views on the major value-attributes that need to be nurtured in children to produce adults who continue to exhibit curious minds; and recommend books for teachers concerned about encouraging curiosity in children. (ED)

Presents experiences in workshops designed to help teachers assess and stimulate their own growth and development of awareness and competence. Specific areas include awareness of self, children, and the school environment. (ED)

The author describes events in her children's lives which illustrate their growth through curiosity and the ways in which parents can nurture a child's innate curiosity. (ED)

Noted author of children's books discusses his love of nature and words and how he communicates these to children. (ED)

A progress report on the Child Development Associate (CDA) project which is a program for developing a new professional category to assure qualitative staffing of child care programs. Main emphasis of report is placed on development of an assessment instrument for credentialing, based on a set of eleven constructs which are delineated. (ED)

Describes research in which the mind-content (information, imagery, thoughts or concepts formulated by the individual) of 5-year-old, low-income children was studied through interviews concerning their neighborhoods, grocery stores, mothers, and neighbors. Implications and recommendations are included. (ED)

Describes a resource center program which involved parents in the collection of ideas and materials for teachers to use in learning projects. (SDH)

Suggests ways to help put students in touch with their world, especially the school and local areas. The use of "webbing" to stimulate series of learning activities is also presented. (SDH)

Describes the production of a pupil-created documentary in a Toronto school and suggests ways to disseminate children's video tape work through cable television and other channels. (SDH)

Discusses the use of natural materials to enrich the learning of hospitalized, emotionally disturbed children. (SDH)

Describes the establishment of a community study centre in a century-old school building in Fringford, England and discusses some activities in which school children participated. (SDH)

Examines the philosophy of traditional kindergarten education and presents parallels to the open classroom approach. Questions and paradoxes suggested by the parallels are discussed. (SDH)

Reports recent research which illustrates the educational value of play in preschool education. Play theory, the relationship between cognitive development and play, implications from research on preschool program models, the use of play equipment, dramatic play and teacher participation in play activities are discussed. (SDH)

Defines curriculum as the systemization of children's life concerns, both deep and transient, by the teachers closest to them, in the context of the overall aims of education. Advocates curriculum based on child's experiences. (Author/ED)