Describes how the Junior Great Books Program of the Great Books Foundation gives children an interpretive method for a lifetime of reading. The method involves selecting readings that will sustain discussion, the discussion method of "shared inquiry," and a course on interpretive reading and discussion. (RH)

Describes "Invention Workshops" that were conducted as part of science programs for elementary and middle schools. Three types of workshops capitalize on the history of inventions, the personalities of inventors, and the invention process. (RH)

Describes an instrumental enrichment program for assessing learning potential and correcting cognitive deficits. The program presents one5 curriculum packages consisting of paper-and-pencil exercises and providing materials for one-hour lessons three to five times a week for a period of three years. (RH)

Argues that children's right to adequate nutrition is honored more in rhetoric than in reality, and asserts that this right must be repeatedly stated until it is acted upon. (RH)

Discusses how children learn to share, gives three examples of children's sharing behavior, and raises issues concerning the teaching of sharing skills. (RH)

Suggests ways parents can support quality education at school and at home and can help young students become more competent and self-reliant. (RH)

Reports a study of sex-role distribution in children's literature, hypothesizing that today's writing for preschool children reflects the change in women's work roles by presenting more females in central roles, illustrations, and titles. (RH)

Offers annotated citations for several recent ERIC documents concerning how children think and learn and how those involved with them can assist in the development of these processes. (RH)

Outlines a planning strategy for an early childhood developmental curriculum that provides for the education of children, and makes allowance for the values and goals of their teachers and parents. (BB)

Examines rarely considered aspects of the planning and implementing of Christmas programming for preschool and elementary school students. Focuses on unintended negative consequences of the Christmas curriculum on children. Argues that current practices are detrimental to both Christian and non-Christian children. (BB)

Maintains that those who design intergenerational programs in school and nonschool settings should (1) protect the prestige of elders and children; (2) limit frustrations by arranging for intimate contacts; (3) plan for functional interaction that has integrity; and (4) ensure that contact is rewarding for elders and children. (BB)

Offers suggestions for conducting an effective parent-teacher conference and using the information gained for the benefit of children. Suggestions are aimed at reducing anxiety and confusion on the part of parents and teachers and creating a working relationship that contributes to both parents' and children's development. (BB)

Results of a survey concerning the state of kindergarten program offerings in the United States are discussed in terms of the similarities, differences, purposes and practices in the programs. A summary table of survey data is provided. (BB)

A single parent relates personal experiences and feelings regarding the death of her 16-year-old son. She also describes ways in which those who have lost a child can be comforted. (BB)