Discusses how teachers can communicate with parents and suggests aids for parent counseling. (CI)

Discusses how practitioners and external groups can help promote child-centered care for infants and young children. (CI)

Describes the changes in early childhood education from the 1960s to the 1980s, discussing the current early childhood program.

Outlines writing/reading experiences in projects that stretch conceptual understanding and illustrates ways to relate language experiences to children's everyday experiences. (CI)

Points out the advantages of a writing lesson in which a class of second graders jointly compose a paragraph on the basis of questions asked a selected child in the group ("the VIP"). (CI)

(Title Enough)

Lists games and play activities for toddlers through 10-year-olds that can be linked to specific children's books. (CI)

Describes children's play materials in one rural village in Senegal and illustrates the children's free play. (CI)

(Title enough)

Briefly outlines three classroom activities to (1) promote classification skills, (2) encourage cultural awareness, and (3) provide summer activities for parents and children to do together. (CI)

Reviews forms and functions of child-to-child interaction in classroom settings, emphasizing the complexity of children's strategies in communication. (CI)

Briefly discusses problems resulting from increased emphasis on test scores as measures of schools' effectiveness. (RH)

Discusses four means/ends discrepancies, explaining why teachers who say they want to promote children's thinking behave in ways counterproductive to their goals. Discrepancies involve classroom materials, teacher/student interactions, pupil outcomes, and professional growth. (RH)

Discusses metacognition as an important component of a set of essential survival skills for the future. Indicates ways to promote general awareness of metacognitive activity, facilitate conscious monitoring of comprehension, and encourage a deliberate and systematic approach to learning and problem solving. (RH)

Argues that meaningful learning in mathematics occurs when children link their understanding with the symbols and procedures they are taught. Identifies three areas in which such connections are made: centering on symbols in the problem, procedures used to solve the problem, and final response to the problem. (RH)