Demonstrates how Piaget's theoretical framework of a preschool science curriculum, with illustrative experiences using paints, sound, and food, can help teachers develop their ability to provide appropriate science experiences in their classroom. The framework can also help teachers evaluate the activities suggested in literature. (BB)

Recommends ways in which early childhood educators and other professionals can be sensitive to and supportive of the special identification needs of young interracial children and their families. (BB)

Illustrates the ways children from a first-grade classroom are encouraged to communicate their mental images of movement, spatial concepts, and imagination through drawings and writing. (BB)

Maintains that early childhood educators should encourage cooperative behavior among young children. Teachers can encourage such behaviors by organizing space and activities that facilitate cooperative social interactions; by supporting and reinforcing children's cooperative ventures; by planning for cooperative classroom activities; and by…

Questions the use of the Canter model of assertive discipline in preschool and the primary grades because of its impact on the self-concepts of children, the learning atmosphere of the classroom, and the sensibilities of the professional teachers. (BB)

Illustrates ways teachers of young children can meet individual children's needs while managing the group. This may be accomplished through chore-choosing during circle time and giving constructive praise as children perform their jobs, as well as deciding what to teach to whom and when while circulating during playtime. (BB)

Maintains that good quality public schooling can be made available to four-year-old children if teachers are adequately trained, if teachers have adequate support, and if there is a consensus on the reason for having schools for these children. (BB)

Delineates ten dimensions of the occupational climate of early childhood programs that administrators and staff should consider when trying to create a positive work climate in which teachers and employees can use their talents and develop their professional capabilities. (BB)

Explains ways in which a kindergarten teacher can encourage reading among children by sharing books with them; sharing ideas about the conventions of print, art and writing; and discussing children's ideas for pictures, stories, and writing. (BB)

Provides a conceptual framework for describing family day-care services in terms of eight aspects of family day care and the regulation and support of systems. Research and policy implications are considered. (BB)

Presents examples of ways in which teachers of young children can use wordless books to encourage children of differing abilities to construct stories. Each example is followed by an important point for the teacher to remember. (BB)

Concludes from various research findings that men are leaving or being barred from work in child care programs because of low teacher salaries and prejudicial or stereotypic attitudes toward men. (BB)

Presents suggestions for successfully including young children with "new" life-threatening, chronic illnesses -- various types of cancer, heart, liver, and kidney diseases -- in early childhood education classes. (BB)

Describes a case in which a contrast in schooling success between parent and child related to a miscommunication regarding bilingual instruction in the classroom. Illustrates the need for effective communication between home and school in promoting positive parent involvement in children's learning. (BB)

Maintains that it is not normal for children of 5 years and older to have tantrums in the classroom. Suggests that the child's health, the parent-child relationship, parents' marriage, teacher-student relationship, the classroom situation and other sources of stress be examined as possible causes for tantrums. (BB)