Reports the results of the Congressional Caucus for Women's Issues' Child Care Challenge on employer-sponsored child care services. The Caucus attempted to illuminate steps taken by members of the business community to respond to the inadequate supply of affordable, high quality child care services. (BB)

Reviews research on, and offers definitions for, play and learning in infancy. Discusses the developmental sequence in early exploratory play and learning, individual differences in exploratory play, and the relationship between rearing environments and quality of exploratory play. Discusses implications for planning and implementing infant care…

Presents a teacher's journal of her experiences in the accreditation process of the Willow Wood Pre-School in Winnetka, Illinois by the National Academy of Early Childhood Programs. (BB)

Gives teachers insights into how to make their praise statements effective and consistent with early childhood education goals. Discusses reasons why common praise expressions may be at odds with intended early childhood environments. Examines motivation for using praise. Describes effective praise or encouragement and derives guidelines. (BB)

Presents an annotated bibliography of children's books which parents and teachers can use to help young children deal with separation anxiety and other feelings associated with the beginning of school. (BB)

The evolution of children's playgrounds in the United States from the late 1800s to the present is discussed. This evolution was influenced by the development of kindergartens, nursery schools, public schools, and public parks. Essential elements in the building of developmentally appropriate playgrounds are outlined. (BB)

Discusses how unit building blocks can be used to enhance five major interrelated aspects of child learning, namely, physical, emotional, social, intellectual (cognitive), and intuitive development. Also presents six ways to encourage good block playing among children. (BB)

Summarizes a sampling of theoretical and empirical research on play leadership in young children, and suggests ways in which teachers can encourage leadership or following behavior in their classes. (BB)

Addresses aspects of talking with young children about their dreams. Explains why dreams are worthwhile topics of conversation with young children and what approaches are effective in facilitating discussion of dreams in class. (BB)

Reviews the literature on various aspects of what young children know about school. Topics include: (1) children's perceptions of teachers and school curriculum and activities; (2) development of children's distinctions between work and play; and (3) children's construction and interpretation of the school context. (BB)

Provides tips on writing legislators to ask for their support for federal legislation for child care. (BB)

Discusses some of the factors that cause young children to be behaviorally difficult, or hard to handle in class. Considers ways in which early childhood teachers, caregivers, and programs, as well as parents and society, can help to meet difficult children's needs. (BB)

Maintains that if teachers articulate their objectives, translate the research and theory on children's learning for others, and work together, they will be effective in meeting today's mandates for educational accountability and will help children reach their full potential. (BB)

A beginning strategy for achieving high quality in child care programs was derived from results of an examination of 21 Pennsylvania child care centers. These centers used the Early Childhood Environmental Rating Scale (ECERS) to assess program quality. Implications for staff training are discussed. (BB)

Maintains that poetry can be used in a variety of ways to stimulate and enliven the early childhood curriculum. (BB)