It is suggested that any second language program for young children be based on the following principles: Children are motivated to learn a second language because of language relationships with others; young children need a total development program within a language program; and children learn by doing. (Author/MS)

Discusses death education and makes suggestions for the teacher's self-development and effective communication with children such as answering questions truthfully and not denying a child's perception or reaction to death, positive use of experiences and parent-teacher cooperation. (MS)

A simulation design to help undergraduates link theory with practice as they explore curriculum models in depth, then incorporate components from each in developing their own model. (MS)

Gives examples of how music can be incorporated into activities throughout the school day, showing how musical and rhythmic expression enables children to grow in their capacity to experience, respond, and relate. (MS)

Shows how open classroom practices (the integrated day, interest centers, grouping) have arisen as practical British solutions to difficulties in their schools, such as large numbers of children, restricted supplies, outdated buildings. (MS)

A comparative study of the activity environments of five early childhood programs differing in curricular emphasis and population served: a franchise day care, a Head Start program, a Montessori nursery school, a community day care center, and a laboratory nursery school. (MS)

Discusses challenges to early childhood educators in terms of four principles: (1) congruity, (2) knowing the learner's understanding of what is to be learned, (3) timing, and (4) sociointellectual ambience. (BE/JH)

Comments on interviews with several hundred San Francisco working mothers of varying backgrounds about the problems of child care, including: concern for the child's needs, locating services, learning experiences, safety, nutrition, staff qualities, and parent participation. (BF/JH)

Argues that choice with responsibility belongs to the child, there must be a gradual continuous assumption of responsibility, and the choice with responsibility is a learning process. It is important to avoid offering choices that are not authentic. Adults also have responsibilities in fostering children's growth along these lines. (BF/JH)

Comments on the growth of mainstreaming, research on placement of special children, and characteristics of a successfully mainstreamed classroom. (BF/JH)

Explores children's reactions to the televised version of Alex Haley's "Roots" through interviews with thirty 8-year-old third-graders (10 Black, 10 Mexican-American, 10 White) from two classrooms in South Phoenix, Arizona. (BF/JH)

Shows how several principles from Piaget's theory have a number of implications for the classroom learning environment, curriculum development and teacher role. (BF/JH)

Offers suggestions as to how teachers of nursery through second grade children might develop a creative dramatics program from elements that are already in the curriculum and in the children themselves. (Author/SDH)

Describes an early childhood education course project in which students participated in developing, organizing, and conducting a play group, one day a week, for two- to five-year-old children and their parents. (Author/SDH)

Describes how the concepts of time, change, the continuity of human life, and the past can be appropriately introduced to young children in a program rich with play. (Author/SDH)