Surveyed parents' knowledge and beliefs about early development, information and support sources, and receptivity to new information. Found that parents learn about development after becoming parents, feel most able to impact emotional development, do not see the full significance of early childhood, are concerned about caregiver continuity and…

Addresses teachers' frustration in reconciling appropriate education for young children with the practice of grading to assess and report progress, contending that research on unreliability in grading and the efforts of committed parents and professionals are necessary to change the practice. Summarizes research suggesting that grading is…

Discusses the importance of partnerships among professionals in early childhood education and in other fields for the effective and efficient functioning of organizations working with young children and their families. Considers how the diversity of members of the National Association for the Education of Young Children (NAEYC) and the unique…

Argues that to truly educate the whole child, teachers must address the needs of the mind and spirit in terms of the social/emotional, creative, and cognitive domains and the many ways in which movement promotes development in these areas. Provides sample activities and sources for information to that end. (Author/SD)

Describes use of play crates, containers holding items that connect activities to a particular theme, in the outdoor classroom. Describes using crates to plan more creatively, enhance children's independence, and build spontaneous and individual interests. Provides direction in assembling and implementing play crates, and extending outdoor…

Advocates the use of recess meetings to help children succeed socially. Describes case studies of use of recess meetings in a first- and third-grade class, showing how teachers got to know each child better, and detailing how children were better able to express ideas, share experiences, voice concerns, solve problems, and laugh. (Author/SD)

Explores sexually oriented behaviors of children ages 3 to 5 to ascertain the range of children's sexually oriented behaviors, and reviews related studies to help parents and teachers address them. Finds that children's normal sexual behaviors comprise a broad spectrum. Provides a model for viewing children's sexuality and recommendations for…

Describes a kindergarten activity of dissecting owl pellets as a vehicle for promoting new partnerships and friendships. Argues that pairing children for activities based on gender, varying ethnicities, and differing abilities allows children to break down barriers and gives them experiences with children other than their best friends. (SD)

Promotes the effort to amplify the concept of guidance to help children solve social problems. Defines guidance, traces the guidance tradition in early childhood education, examines the present trend toward guidance, explains what guidance is not, and illustrates key practices in classrooms where teachers use guidance. (Author)

Describes the components of positive discipline, including giving children choices, using natural and logical consequences to teach, using follow-through to teach positive life skills, and teaching children the ability to problem solve. Notes that the goal of positive discipline is to guide children's behavior toward development of self-control…

Described a naturalistic study of an Early Learning Lab which yielded examples of classroom management strategies that allowed young children to create their own solutions to help them feel empowered when accomplishing a task, while gaining self-confidence and a sense of identity from the experience. (Author/SD)

Argues that involving children in curriculum planning develops communication, literacy, and social study skills. Describes four areas to address in the joint planning process: (1) what interests the children; (2) how to get the information; (3) what materials are needed; and (4) what materials the children and teacher will bring. (SD)

Details four developmentally appropriate dramatic play experiences for integration into the classroom curriculum to extend dramatic play into a classroom play experience. Provides guidance in turning dramatic play into a project, launching the play process, readying the performance, problem solving, playing the play, and enjoying the outcome.…

Describes the Quality 2000 Advancing Early Care and Education Initiative whose purpose is to address the quality crisis in early childhood education. Details eight areas of improvement and recommendations: (1) quality; (2) results; (3) family engagement; (4) staff credentialing; (5) staff training; (6) licensing; (7) funding; and (8) governance…

Summarizes membership growth and progress of the National Association for the Education of Young Children (NAEYC) for the 1996-97 year, and the Association's effort to raise awareness of children's needs and provide opportunities for improving experiences of young children. Provides suggestions for targeting membership drives to increase…