Reviews the monograph "Predicting and Preventing Early School Failure: Classroom Activities for the Preschool Child" by Marvin L. Simner. The book contains helpful practical activities and information about resources and intervention methods. It describes only one test, lacks adequate discussion of second language learners, language problems, and…

Reviews literature suggesting that a sociocultural model of infant social development is needed to examine variable influencing infants' interactions with caregivers. Significant variables include familial influences and cultural expectations. Positive development requires that these variables lead to adults who respond appropriately to infant…

Reviews studies suggesting benefits of block play for literacy development that provides actual reading and writing experiences. Suggests that block play centers can be literacy-enhanced with materials that are authentic, useful, and appropriate, including: thematic books, magazines, architectural blueprints, envelopes, and adding machine tape.…

Argues that strategic planning by all involved in a child care center facilitates planning for the future. This planning includes representation of all parties concerned; attendance at planning events; equal participation; analysis of center's current status; planning sessions in places encouraging creativity; and a skilled, impartial facilitator.…

Inclusive child care programs are built upon planning and implementation that includes all educators. Currently, there is a gap between early childhood educators and early childhood special educators. This gap can be bridged by concentrating on commonalities in educational practices, instructional strategies, and interventions. (JW)

A study of Head Start preschoolers and families suggests emergent literacy is supported by the Home Based Reading Project, but only when teachers teach parents strategies in simple language, offer a library of quality books, and provide materials highlighting reading practices and effective literacy interactions. Parents play a crucial role in…

Discusses experiences in finding appropriate child care for a 10-month-old American infant in Israel. Criteria included location, caregiver-child ratio, caregiver background and training, physical plant, and equipment. Noticed consistent and intense interest in child's welfare, even by strangers on the street. Caregivers allowed child greater…

Reviews two books for experienced teachers and administrators on national issues for care of infants and toddlers: "Caring for Infants and Toddlers in Violent Environments" (Osofsky and Fenichel, editors) and "Starting Points: Meeting the Needs of Our Youngest Children" (Carnegie Corporation). (JW)

Discusses environmental education, noting that teachers' science backgrounds are not nearly as important as their showing interest in children's experiences and discoveries, respect for environment, and encouragement of close observation of the world. Suggests that to help children understand and appreciate nature, teachers can focus on having…

Examines types of life changes that young children may experience and suggests developmentally appropriate curricular strategies teachers can implement to help children cope more effectively. Promotes teacher-parent partnerships and includes list of readings for both. (ET)

Describes survey of experienced child-care directors asked to prioritize skills essential for a novice director to have. Recommends that administrative skills considered essential by those in the field be compared to state standards for licensing. (ET)

Details the process used by two teachers to translate multiple intelligence theory to classroom practice by preparing a transformational health curriculum for first-grade students. (ET)

Provides simple suggestions for educators to create problem-solving situations for children of all ages, even the very young. Emphasizes developing daily activities that build and reinforce these skills. (ET)

Chronicles the efforts of one primary teacher as she begins a multiage classroom. Includes program guidelines. (ET)

Offers three keys to becoming sensitive family literacy advocates in early childhood programs. Notes that strengths and abilities of children and their families should be emphasized, regardless of the family's current literacy levels or educational priorities. (ET)