This paper focuses on the pedagogical responsibilities of parents and schools, as well as the care provided by socializing agencies and local communities. A review of the literature has been carried out on the tasks of schools and parents and the relations between education, parenting and care in a changing society in eight countries: the…

This article reports findings from a qualitative interview study that examined the provision of integrated kindergarten education for children with disabilities from the perspectives of general education teachers implementing integrated kindergarten programs. Analysis of interviews with eight informants led to the identification of two broad…

Providing families with information about infant sleep can positively impact parents' well-being and infants' sleep habits. Few parents receive professionally based information about sleep, perhaps due to contradictory information found in the literature. This review summarizes: (1) normative sleep patterns for infants; (2) factors that affect…

Family literacy is frequently taken to mean involving parents in helping to teach their children school-type literacy tasks in the home (for example, Hannon, 2000; Poulson Macleod Bennett, and Wray, 1996). This article presents the case for an alternative approach to family and community involvement in school-based literacy tasks by drawing on the…

Presents descriptions of play reflecting recent theories, including the psychoanalytic works of Freud, Erikson, and Peller; Piaget's developmental theory (with discussion of Sutton-Smith); and the views of Smilansky and Parten. (AS)

Elaborates classroom work skills and the play curriculum. Reviews play's relationship to learning and to the role of the adult. The implications of the American work ethic for play curricula and play training for teachers are discussed. (AS)

Describes and provides a list of materials for sensorimotor, symbolic, and construction play. Benefits of arranging the playground with a variety of materials are also discussed. (AS)

Describes materials mastery and symbolic development as two discrete but related processes that preschool children learn. Uses the preschool setting to identify the developmental stages of construction play. (AS)

Reviews literature about play to examine the use of language to facilitate play, play with language as an object, and egocentric speech in play situations. Finds a definite link between language and play. (Author/AS)

Describes kindergarten children's oral and written language behaviors while operating a computer. Stages of computer language play and children's experimentation with speech and writing specific to the computer also are discussed. (AS)

Based on a longitudinal study of three children from birth, argues that children experiment with two dimensional representation much earlier than is commonly thought. Interaction between figurative and action modes of representation is described. Suggests symbolizations based on movement and time as well as configuration. (Author/AS)

Proposes a precrisis curriculum for nursery and elementary schools to prepare healthy young children for hospitalization as an alternative to current preadmission preparation programs. Key elements include such stress-immunization techniques as systematic desensitization, modeling, and rehearsal. (AS)

Outlines an experimental intervention program designed for children "at risk" of educational failure in Dyfed County, Wales. The program redefines the roles of "remedial" teachers and seeks to improve cooperation between the school, the health authority, and the social services department. (AS)

Discusses issues related to the adoption revelation process and the two interrelated goals of telling and understanding. Evidence indicates developmental changes in the way children understand this family status. Distinction between "working adoption vocabulary" and true understanding of adoption is made. Provides guidelines concerning adoption…

Explains the need for examining socialization forces in identifying strategies of differential treatment of preschool boys and girls. Reports analyzed areas of differences in teachers' interactions with boys as compared with girls in different curriculum areas. (Author/AS)