Offers a critique of the final report of the Head Start Evaluation, Synthesis, and Utilization Project. Points raised include the following: studies considered by the report are not based on a representative sample of Head Start sites; findings are based on studies of both low and high quality; and evaluations do not offer the only rationale for…

Argues that "redshirting" in kindergarten (or maintaining children in grade) can be a positive intervention if (1) the concept is used to enhance ability rather than underline failure and (2) the time periods children spend in the primary grades are made more flexible (to accommodate children's different rates of mastering skills). (KS)

Reviews research on the academic performance of early entrants, noting that damaging consequences for children who are not developmentally mature may continue throughout their school careers. Suggests possible ways to reduce the magnitude of the "unready" child's problem. (KS)

Adapted from a speech given at the 1985 conference of the National Association for the Education of Young Children, this discussion addresses issues concerning the formation of a national child care policy and describes factors contributing to "child carelessness" in the conception and delivery of child care services. (KS)

Stresses the value of early peer interaction among young children for future academic, social, and career development, describing the components of social skills and suggesting ways to help children become socially competent. (KS)

Describes an approach designed to help explain war and the nuclear threat to young children, using a Dr. Seuss book as a springboard for discussion to help children expand their own concepts on the subject. (KS)

Outlines the characteristics of a good caregiver and good surroundings for babies, examining the differences among different types of care, discussing costs, and suggesting ways to find an appropriate caregiving situation. (KS)

Examines the reasons for the shortage of teachers for preschool and elementary school age children, discussing possible future trends and suggesting ways to improve the situation through changes in training requirements and advocacy efforts to improve teachers' salaries. (KS)

Discusses the impact of parent education programs, describing the effects on child and parent of such interventions and summarizing research on different types of programs. Differences in parent participation and outcomes, the problem of sustaining program involvement, and directions for the future are also outlined. (KS)

Analyzes the uses and abuses of the Gesell School Readiness Screening Tests and similar tests. First, discusses developmental screening and readiness tests, then focuses on the Gesell tests, specifically addressing their validity and questioning their current uses. Discusses implications of using readiness tests for assigning children to…

Responding to Dr. Meisels' article concerning the uses and abuses of the Gesell readiness tests, the Gesell Institute of Child development maintains that the Gesell series of assessments are used by schools to gain a fuller developmental understanding of the child and have been predictive of school success. (BB)

Commenting on the Gesell Institute's response to his original article concerning the Gesell assessments, Dr. Meisels continues to maintain that the Gesell readiness tests lack sufficient proof of validity. (BB)

Maintains that young children can develop creative problem-solving skills through such music activities as finger plays and action songs, music games, writing words for songs, and composing melodies. Also suggests ways that teachers can establish and maintain an environment that enables children to solve problems creatively through music. (BB)

Focuses on the uses of sand in reading, writing, speaking, and listening activities in preschool and the primary grades. (BB)

Offers guidelines and a model strategy to help teachers of young children conduct more productive parent teacher conferences. (BB)