Argues that the teacher's most significant contribution is to help children believe in their capabilities. Several rules of thumb for teachers are mentioned: avoid negativism, create success opportunities for students, relate to students as individuals, encourage risk-taking, communicate help with social needs, and build student feelings of…

Maintains that teachers trained to nurture children and to educate the whole child successfully integrate handicapped children into a classroom with other normally developing children. (Author/DB)

Discusses the growing recognition of international and social priorities concerning bilingual competency, the relevance of these priorities for child development, and research findings comparing the verbal and nonverbal skills of monolingual and bilingual children. The implications of the research for preschool and elementary curricula in the…

Discusses several aspects of nonverbal communication whereby teachers convey messages about their feelings, needs, and preferences. Types of nonverbal communication include vocal intonation, facial expressions, eye contact, touch, spatial distance, and dress. Implications for classroom outcomes of a teacher's nonverbal communication are presented.…

Claims that choral reading of poetry can increase children's appreciation of poetry and extend their interpretive reading skills. Reasons to include such an approach in a curriculum are tied to child development theory. Attention is given to ways to plan such classroom activities. (Author/DB)

Points out characteristics of young adolescents, including mood swings, concern with self, and reliance on peers as a reference group. For English translation, see EJ 242 849. (Author/RH)

Reports children's feelings about the attempted assassination of President Reagan. Responses included fear for personal safety, loss of control, ambivalence, numbness, anger, cynicism, and despair. Discusses how teachers can respond to children in such a situation. (Author/DB)

Reviews the value of art for both individuals and society, and maintains that the outcomes of art education demonstrate that art should be considered an educational essential. (Author/DB)

Presents a selected bibliography of books for young children about moving. Books are grouped according to topics: moving-day activities, making friends after moving, the perspective of the child left behind, moving to another country, and the symbolism of home. (Author/DB)

Reviews research on the psychological and emotional effects of geographic mobility upon children, the effects upon academic achievement, and the responses of children to moving. Suggestions are given about how to help children cope with moving. (Author/DB)

Argues that childhood is a social artifact rather than a biological category. The idea of childhood is considered a product of the social change introduced initially by printing and then by electronic media. (Author/DB)

Considers the information revolution a force for social change which will transform family structure, educational modes, and increase pressure on young adolescents to grow up quickly. (Author/DB)

Expresses concern and outrage at the marketing techniques which use sexuality in movies, television, and commercials aimed at children. (Author/DB)

Stresses that the use of standardized test results as a means for making any important decision about children's schooling should be opposed by teachers and parents. An alternative to standardized testing is proposed. (Author/DB)

Argues that the social pressures for children to mature rapidly should not prevent adults from addressing the needs of children nor from helping them achieve their normal course of development. (DB)