In the author's talks on education across the country, parents and teachers often ask about products and programs that purport to teach young children to read and to do math. In his 40-plus-year academic career in the field of early childhood education, the author has reviewed a large number of published curricular materials and activities for…

Asserts that play is a fundamental human disposition. Reviews well-known theories of play from the adult-functional perspective and examines the value of play from the child-experiential perspective. Considers variations in play and the meaning and value of true play, maintaining that play's personal, experiential value is of equal or greater…

Argues that although computers may promote the early childhood educator model of teaching, there are reasons for concern in the classroom with computers. Cautions against using a child's computer competence to measure developmental and intellectual abilities and levels. Argues that education is a social experience which computers cannot simulate.…

Problems of integrating children from early education programs (3-to-5-year-olds) into the structure and curriculum of kindergarten are discussed in relation to the changing roles of both kindergarten and early education teachers. (BRT)

Maintains that there is a danger that prekindergarten and kindergarten children may experience learning problems (stress and "educational burnout") in elementary school if they are exposed to developmentally inappropriate teaching methods in early childhood programs. (BB)

Provides a brief history of the largely false images of the child. Emphasizes current images of the sensual child, the malleable child, and the competent infant. Predicts future images of the child.(RH)

Discusses the relationship between child development and early childhood education. Focuses specifically on the issue of socialization and current research on mediated learning experience. (Author/CM)

Questions the efficiency, economy, and learning benefits of formal instructional programs at the preschool level, particularly for middle class children. Concludes that academic preschool for this group is undesirable. (DR)