Maintains that sugar intake should be reduced in young children's diets because of its link to dental cavities, poor nutrition, and obesity. Reducing the focus on sweetness, limiting sugar consumption, and using natural sources of sweetness and other treats are ways to help reduce sugar intake. (BB)

Focuses on the progress made in establishing professional status for early childhood educators. Lists 14 characteristics of a profession and asks questions related to each of these which deserve professional consideration. (BB)

Points out that teachers with specialized training in early childhood education tend to focus on adult-directed cognitive development. Offers recommendations on how training programs can help teachers enhance the development of the whole child in more child-centered programs. (BB)

Reviews literature dealing with the interpersonal stresses between parents and children and describes ways for caregivers to enhance children's coping skills. A list of telltale signs of stress to alert parents and teachers is included. (Author/BB)

Focuses on key policy issues surrounding the provisions of state-funded prekindergarten programs. Issues examined include program standards, stability, and continuity; program funding; coordination and continuity of educational services; program eligibility; and the relationship between prekindergarten programs and educational reform. (Author/BB)

Presents some of the major concerns and challenges faced by parents, employers, and the community as a whole in providing quality after-school (and summer) child care programs for elementary school-aged ("latchkey") children. Adequately trained staff and activities providing for children's physical, emotional, and social needs are important. (BB)

Presents results of a survey sponsored by the National Association for the Education of Young Children (NAEYC) on professional ethics in early childhood education. Results indicate that ethics are a serious concern for early childhood educators. Results include information about the kinds of ethical issues practitioners face and which ones are…

Maintains that young children learn to think when they act on objects, thus developing what Piaget refers to as physical and logico-mathematical knowledge. Teachers can encourage thinking/mental action by creating situations that are personally meaningful to the children, by providing decision-making opportunities, and by providing opportunities…

Maintains that parents and teachers of toddlers need to see "toddlerhood" as a special and distinct stage of development with its own set of tasks and behaviors, when creating age-appropriate activity programs in home or group settings. Gives eleven ways that such programs can be made to fit toddlers. (BB)

Analyzes the basis on which early childhood programs are accredited and deferred and what criteria are frequently not met by accredited and deferred programs. National Academy of Early Childhood Programs decisions for accredited programs and for deferred programs are presented. The programs are then compared. (BB)

Presents an annotated bibliography which is especially valuable for parents, teachers, and others who want to learn more about how young children grow and learn. This sampling of recent and classic books, brochures, and periodicals represents the burgeoning knowledge about early childhood education and child development. (Author/BB)

Article reviews research focusing exclusively on the reading knowledge of preschool children who have not begun schooling and have not received formal reading instruction. The categories are (1) studies that document what preschool children learn about reading (informally at home or in preschool), and (2) studies that tell us how children learn…

Examines four key elements of successful advocacy present in states' efforts to improve levels of funding and standards for child care. Strategies used in these legislative campaigns include (1) selection and focus of the issue, (2) development of a core constituency, (3) work with the media, and (4) build-up of legislative support (lobbying). (BB)

Explains how story telling can help young children learn about the emotions and aspirations of others and the skills needed to support someone in stress. (HOD)

Reports the results of a 1984 survey that examined the status and nature of computer literacy in 121 early childhood education teacher education programs. (HOD)