Very briefly points out scope of interest and functions of the International/Intercultural Committee of the Association for Childhood Education International. (RH)

Identifies differences between the cultures of Southeast Asian countries and those of the United States that could cause misunderstanding in American schools. Differences in communication, schooling, and values are pointed out, and the influence of social factors and the impact of teachers' activities and attitudes are discussed. (RH)

Presents an overview of the Mexican educational system, a description of curriculum and textbooks used, and specific suggestions for educators of Mexican immigrant students. (RH)

Describes how art activities can create a comfortable atmosphere of valuing diversity without spotlighting the culturally different child. Guidelines are offered for using folk arts, art history, children's literature, and small-group activities. (RH)

Describes a dialogue-journal writing technique that requires a nonevaluative response from the teacher and is based on students' firsthand experiences. Several examples are provided. (RH)

Discusses the child who has newly immigrated, the importance of peer acceptance, the skills of friendship, the promotion of prosocial behavior, the developmental sequence of friendship, the impact of moving on friendship, the encouragement of peer interaction, and the role of the teacher as mediator. (RH)

Indicates several ways immigrant families can participate and aid in the education of their children. (RH)

Describes aspects of the father's role from the birthing process through the infant, preschool, and kindergarten-primary years and into the elementary and middle years of childhood. (RH)

Discusses enhancing the development and improving the quality of life of neglected children through acquiring a special understanding and style of interacting with them and by using activities designed specifically to meet their developmental needs. (RH)

Provides examples of different kinds of information and activity centers for use in one-day workshops to increase parents' involvement in the socialization and education of their children. Among others, centers include "Family Recreation,""Enjoyment of Reading,""Book Fair," and "Family Support Service." (RH)

Observing children's use of space and utilizing materials gathered from the community are discussed as ways of reflecting community in the classroom environment. (RH)

A parent of a first-grade student shares examples of her daughter's written compositions and makes a plea for teaching handwriting skills in the context of real communication (letters and stories) and not as a separate activity. (RH)