Describes a graduate class that discussed adversities professional educators face and delineates a five-step process in which class members questioned, clarified, and defended their beliefs without fear of reprisals. (RH)

Provides a brief overview of the Child Development Associate (CDA) program on the occasion of the award of the ten-thousandth CDA credential. (RH)

Describes an ecology project in which sixth-grade students built and operated a nature trail on the edge of school property. Classes toured the trail and participated in grade-appropriate follow-up activities (e.g., art lessons and soil analysis activities). (RH)

Points out how dice games can be used to teach mathematics concepts, discussing 13 dice games of varying difficulty. (RH)

Provides guidelines for conducting art activities with very young children, paying particular attention to the function of play equipment as artistic catalyst, approaches to creativity, and the role of the adult in providing a supportive presence. (RH)

Offers three ideas for classroom activities in a "dip-and-save" format: (1) introducing formal map study in the third and fourth grades, (2) teaching reading readiness to prekindergarten and kindergarten children, and (3) teaching plant propagation and care in first through sixth grades. (RH)

Describes aspects of mainstreaming a visually impaired three-year-old child into a Montessori preschool, discussing assessment of the child, sites available for enrollment, introduction into the site, Montessori teacher and special education teacher coordination, the child's adjustment, peer reactions, and teacher intervention. (RH)

Consequences of teenage pregnancy and parenthood, effects on the adolescent mother, factors involved in adolescent pregnancy, and pregnancy prevention programs are discussed. (RH)

Discusses the question of whether reading should be formally taught at the kindergarten level, arguing that reading skills should not be introduced at this age because children need formal time to experiment without the risk of failure. (RH)

Discusses elements of developmental theory needed in selecting literature for children, synthesizing Damon's (1977) and Selman's (1976) primary school stages. Criteria for choosing books about sharing are suggested, and an annotated list of books about sharing is offered along with suggestions for using the books. (RH)

Reports findings of a survey of literary preferences in 242 kindergarten through sixth-grade children who ranged from slow to above average in reading ability. (RH)

Provides an introductory overview of articles included in this journal issue, which is devoted to the topic of microcomputers and children. (MP)

Outlines a nine-step planning model for teachers to follow in order to introduce computer-based education activities in their classrooms. (MP)

The usefulness of the computer for facilitating children's creative writing and for manipulating structures in writing is illustrated. (MP)

Summarizes the different ways that computer systems can help us communicate; examines the social impact of computers, especially in education; and suggests that computers can enhance rather than hinder the interactions between people. (MP)