Reviews the literature which presents theory and research that places early communicative development in the context of familiar experiences that occur over time. (BB)

Maintains that the methods of discipline used by parents and other primary caregivers affect the young child's self-esteem. Provides a guide to methods of discipline that help young children develop a sense of self-esteem. (BB)

Discusses some of the problems that infants and toddlers experience in infant and toddler day care programs, and suggests four program features that are vital in aiding infants and toddlers in the early years of care. (BB)

Argues that the underdeveloped state of knowledge in education results in decreased autonomy for teachers. Piagetian constructivism is advanced as a way toward basing educational practice on scientific foundations and toward increasing teachers' autonomy. Suggestions for improving teacher training are offered and directions for the future of…

Offers a pledge for teachers who would affirm their opposition to the industrialization of the schools and affirm the teacher's role as advocate on behalf of students. (Author/RH)

Describes the development and nature of learning kits used in the infant/toddler program of Tribal American Children Center Schools. A rationale and a guide for using the learning kits are offered. (Author/RH)

Young children's experiences with literature should be enjoyable, but the experiences can also be planned and enriched to develop children's knowledge and appreciation of language and literature. Five goals for a program of literature experiences for 3- to 7-year-old children are presented and discussed. (Author/RH)

To effectively change public policy for children and families (1) the citizenry must have a sense of the immediacy of the problem, (2) a broad-based lobby must be built to support the formulation of policy, and (3) pivotal leverage points within government at which pressure can be directed must be identified. (Author/RH)

Indicates how various degrees of malnutrition affect children's development. Reviews research conducted in several developing countries and the United States, and describes the nutritional status of children in the United States. Implications for nutrition programs, research and policy formation are pointed out. (Author/RH)

Reviews recent research and illustrates findings with samples of writing collected in child care, preschool, and kindergarten classes. Implications for teachers of young children are discussed. (RH)

Gives specific attention to biculturalism as a component of good early childhood programs; the government role in promoting biculturalism; and the reexamination of related paradigms, policies, and programs. (RH)

Explores several approaches to infant/toddler education and offers suggestions for developing an effective program that reflects the best of what is known about how infants and toddlers grow and learn. (RH)

Reports findings of a survey investigating attorneys' and early childhood education specialists' attitudes about proposed laws to increase the protection or rights of children. Substantial differences were found in the opinions of these two groups. (RH)

Reviews research about the stepfamily, stepfathers, stepmothers, and stepchildren; discusses complexities of blended families; and points out how teachers can effectively support stepchildren experiencing family-related stress, work with parents from blended families, and coordinate intervention with counselors. (RH)

Argues that recommendations for improving American education will not work because they virtually ignore elementary education. (RH)