Contains abstracts of eight documents and six journal articles from the ERIC database that concern the creation of school and community environments in which children are safe from violence. (MDM)

Advocates teaching social skills and nurturing moral development to guide children toward positive social behavior and moral understanding. Recommends applying the same patience to teaching the social process as is applied to the teaching of the writing process. Argues against isolating children through the overuse of punishment. (SM)

Discusses the internal and external challenges confronting traditional early childhood education in China and describes three types of early childhood programs (nurseries, kindergartens, and preprimary programs) in China. Discusses topics of curriculum, physical environment, typical daily schedules, teaching methods, guidance and discipline, and…

Notes how traditional classroom activities on Native Americans support stereotypes about Native Americans. To provide children with more meaningful learning experiences, recommends extending the curriculum beyond traditional themes by teaching children to think critically, identify stereotypes, make comparisons of past and present lifestyles, and…

Discusses how images of the elderly projected in children's literature play a major role in the formation of children's attitudes toward aging. Offers suggestions on evaluating children's literature for content about aging. Provides a list of books that promote positive images of aging and a form for analyzing ageism in children's books. (SM)

Provides suggestions for preschool, elementary, and middle grade teachers on mainstreaming students with physical and medical difficulties. Suggestions focus on parent involvement, peer interaction, environment and training considerations, and instructional adaptations. Discusses topics, such as emergency care plans, that relate to making the…

Offers an alternative approach to spelling instruction as exemplified in a fourth-grade teacher's spelling program. The program emphasizes learning how to spell as opposed to learning spellings and considers students' individual needs. Discusses the program's classroom orientation, weekly spelling timetable, and general underlying principles. (SM)

Reviews research on literature discussion groups, which suggests that groups allow readers to bring personal experiences to and take meaning from books, and young readers come to deeper levels of understanding. Discusses the use of literature groups in a kindergarten classroom, focusing on the teacher's use of and responses to literature, and the…

Describes an integrated ecology unit for the primary grades that addresses the individual's three levels of environmental understanding: self, others, and the world. Discusses a process of establishing environmental harmony that involves developing self-respect, cooperating with others, respecting planet earth, beautifying surroundings, and…

Describes activities that use a literature- and activity-based approach to teach phonetic skills effectively without using phonics workbooks and worksheets. Activities relate to special letter days during which new letters are featured, games, literature and poetry, music and nursery rhymes, art, writing, and math. (SM)

Discusses four strategies teachers can use to encourage friendships among and to develop interpersonal skills of students when incorporating special needs children into regular classroom settings. Strategies involve: (1) establishing a classroom climate that encourages peer interaction; (2) encouraging deeper friendships with diverse children; (3)…

Explains free-flow play, in which children make the rules of play, as opposed to adult-led play; stresses the value of firsthand experience; and discusses the relationship of free-flow play to games and representations. Cites 12 ways adults can help children achieve quality learning through free-flow play, including helping children explore and…

This biography of Hazel Flannery Gabbard discusses her organization of nursery school centers in Rochester, New York; her work as an education specialist in the U.S. Office of Education; her cooperation with national organizations; and her international education activities. (SM)

This annotated bibliography includes 27 children's books, 15 of which are fiction, and 12 nonfiction. Of the nonfiction books, three discuss historical topics and nine cover nature-related topics such as rainforests, the ocean floor, snakes and other animals, and rural farm life. (SM)

Reviews six books covering topics of (1) creativity and play in the early childhood curriculum; (2) the involvement of families in middle school education; (3) nonverbal communication; (4) developmentally appropriate classrooms for kindergarten through third grade; (5) schools' role in teaching respect and responsibility; and (6) the practice of…