Proposes an outline that employs numerous design guidelines for developing children's playscapes (play environments) that are geared to the child's perspective. (BB)

Describes the assumptions and principles of emergent literacy and establishes the need to reconceptualize kindergarten practice in the area of literacy education. Conclusions drawn from a series of studies of current kindergarten practice in a large midwestern state are considered. (BB)

Presents suggestions for ways elementary school teachers can use Dr. Seuss's "The Butter Battle Book" in class to confront issues of conflict and peace. (BB)

Presents personal observations of cultural differences regarding the family, time, sex role conventions, and the process of being and becoming among children and parents in Licodia Eubea, Sicily. Supports increased understanding of students' cultural heritages and differences on the part of American elementary school teachers in multicultural…

Presents a portrait of a teacher named Dr. Alberto Cullum, or Cull, and issues concerning the education of elementary school children which are important to him. Issues concern class control, the teacher's ability to listen, the establishment of a real relationship between teacher and student, and recognition of the child's identity and potential.…

Offers parents and teachers suggestions on ways to help preadolescents develop positive self-esteem. A case study illustrates students' need for self-esteem. (BB)

Uses a review of literature to explain the inaccuracy and inappropriateness of routine kindergarten screening for potential first-grade learning problems for purposes of placement in kindergarten or first grade. (Author/BB)

Maintains that prepackaged sets of strategies and tactics, as well as step-by-step procedures for teaching thinking skills, often lead to ritualistic and routinized practices that curtail thinking by both children and teachers. (BB)

The need to teach critical thinking skills at all educational levels continues. But teachers should not rely on special courses and tests to do the job. Instead, teachers should create an atmosphere that encourages critical inquiry. Thinking skills activities for various content areas are reviewed. (BB)

Calls for reforms in instructional practices and curricula control in literacy programs that disenfranchise five- and six-year-olds who have already served for months or years as active members of the literacy club. Illustrated by one child's early literacy and kindergarten experiences. (BB)

Discusses three steps in the development of children's understanding of word knowledge: (1) awareness that words are language units; (2) awareness that words are arbitrary labels; and (3) comprehension of the term "word" in a metalinguistic way. Suggests activities that primary teachers can use to help children develop their word knowledge. (BB)

Maintains that a child's cognitive growth is greatly enhanced by attending to the level of emotional warmth between teacher and child. But attempts at satisfying affective needs put the educator in a precarious position. An affective program in an elementary school that minimizes such risks is described. (BB)

Discusses humor development in children and other factors that influence children's interpretation and enjoyment of literary humor. These factors include the child's cognitive and linguistic stage of development, the object of humor, sex differences, and past experiences. (BB)

Discusses methods that can be used in the classroom to prepare preschool children for health care experiences. Such methods serve as alternatives or supplements to a hospital-based program. (BB)

Presents a short biography of Helen Heffernan, who is remembered for her years of service in the California State Department of Education, during which she developed educational programs that significantly influenced public education at every level. Heffernan developed programs for rural education, progressive education, kindergarten and preschool…