Because traditional Mother Goose rhymes accustom the ear and the tongue to the musical aspects of the English language, they are particularly valuable for English-as-a-Second-Language students, and for deaf and hearing-impaired children. (BB)

Describes Improvised Musical Play (IMP), a teaching strategy that uses simple rhythms, chanting, and singing to make participation in social play with nondelayed peers easier for developmentally delayed children. (BB)

Provides suggestions on ways to include aerospace education in an integrated elementary school curriculum that focuses on content from the social and physical sciences and emphasizes process skills. Activities that build understanding of aerospace concepts are described. (BB)

Discusses the effects of divorce on children and suggests ways in which elementary school teachers can help ease the pain of children of divorce in their classroom. (BB)

Discusses Louis E. Raths' educational theories and their implications for classroom teaching. Maintains that theories of children's empowerment have existed in Rath's work for 50 years. (BB)

Presents reviews of several professional books concerning such topics as teacher preparation programs; the suitability of childhood education projects for development of children's knowledge skills, positive disposition, and feelings; a developmental approach to the social studies; and literacy development that focuses on whole language. (BB)

Because young children have difficulty comprehending abstract ideas and generalizing information presented in sexual abuse prevention programs, and because of their dependence on adults, the effectiveness of sexual abuse prevention programs for young children is questionable. (BB)

Offers guidelines for use in questioning children about incidents of sexual abuse. Guidelines concern children's cognitive capabilities, social and emotional responses, and language abilities. Includes the story of a 4.5-year-old girl who was questioned in court. (BB)

Maintains that discussions can become powerful forums of examination when teachers (1) know what it is they are teaching for; (2) know what ideas they hope students will understand; (3) thoughtfully apply principles of good questioning; and (4) are open to the self-scrutiny they need to improve their questioning skills. (BB)

Reviews research on children's and adolescents' knowledge, feelings, and fears about nuclear war. Offers suggestions for teachers who wish to address children's and adolescents' concerns about nuclear war. (Author/BB)

Recounts the life of Bess Goodykoontz in her roles as elementary school teacher, college professor of elementary education; high-level administrator in the U.S. Office of Education, influential member of numerous professional organizations, and active leader in international organizations and movements. (BB)

Maintains that children's art has value in its own right in that it can help children satisfy their need to create and express themselves by playing and experimenting with art materials. (BB)

Discusses the process and benefits of sharing beautiful children's books with children. (BB)

Presents an account of observations, descriptions, and interpretations of children's representations. Offers examples of ways teachers and parents can help children expand their language, actions, and images to symbolize their experiences. (BB)

Discusses activities of emergent preschool writers and editors involved in the Writing Table Project at the Child and Family Center of the University of Nevada at Reno. (BB)