Children's daily experiences in classrooms can help them understand how to be responsible citizens in a classroom community. Educating children about democracy involves two key elements on which teachers should capitalize: (1) children's curiosity and (2) their experiential learning. To develop responsible citizenship, families and teachers need…

Describes how child cooperation in an experimental nursery school contributed to the children's experience of learning and mutual, sustained concern that prevailed through frustration, fatigue, or disappointment. Discusses how children's intuition and inventive thought contributed to positive experiences. (KB)

Notes that love for children, training and experience, and respect for and trust in each child are fundamental attributes for preschool teachers. Offers suggestions for additional aspects of early-childhood educators. Suggests that developmental learning theory, humor, courage, and integrity are additional qualities to be found in a well-rounded…

The physical, social, emotional, and cognitive gains derived from block building are examined in relation to learning needs of the pre-school child. (CS)

Discusses how unit building blocks can be used to enhance five major interrelated aspects of child learning, namely, physical, emotional, social, intellectual (cognitive), and intuitive development. Also presents six ways to encourage good block playing among children. (BB)

Presents anecdotes from nursery school daily records which illustrate significant learning experience through cooperative work and play. Suggests that children process and learn information by playing with that information. (NH)

Advocates cooperative learning, rather than competitive learning, in the classroom. Offers an example of cooperative learning among nursery school children in Tenants Harbor, Maine. Discusses ways for teachers to facilitate cooperative learning in program and classroom design. (BB)

Presents an interview with the founder and director of the Riley School in Maine in which she discusses the school's educational philosophy and practices, curriculum design, and physical plant design. (BB)

Discusses how large hollow blocks can meet many preschool children's learning needs through creative dramatic play, and also gives some guidelines on how these blocks can be constructed by parents and teachers. (BB)