Discusses the report released in October, 1988, by the Early Childhood Task Force of the National Association of State Boards of Education. Includes background on the Task Force, a list of members, a summary of recommendations, and strategy suggestions for early childhood educators to use in advocacy activities. (RJC)

Critiques a continuum of seven writing tasks to determine what type of task enables primary school children to best demonstrate their creativity and level of language learning. Suggests ways to provide opportunities for authentic writing. (RJC)

Describes kindergartners' responses to a visit to an old, inner-city cemetery. The visit acquainted children in early childhood programs with the concepts of death, burial, and the rituals related to them. (RJC)

Describes three- and four-year-old children's reactions to the death of a class guinea pig. The teacher recorded children's comments about the death and included them in a note to parents. The guinea pig was buried by the children in the school playyard. (RJC)

Describes activity boxes which can be used in early childhood classrooms to further curriculum and development goals. Activity boxes are containers filled with related objects categorized by color, shape, or material which encourage children to explore, sort, and manipulate real things. Discusses goals and lists contents for 24 activity boxes.…

Suggests approaches for teachers to use during parent-teacher discussions that occur as a result of parents' or teachers' concern about young children's behavior. Provides a list of nine readings for further information. (RJC)

Discusses three myths which impede the self-definition of early childhood professionals. The myths focus on the hierarchical model of power, career ladders, and lifestyles that exclude other commitments. (RJC)

Discusses a reading project, Beginning With Books, designed to promote literacy among low-income preschool children and provide them with books. Describes the project's development and the procedure for operating the Gift Book Program. Lists 51 books suitable for a toddler book collection. (RJC)

Describes a project designed to bring books and services to children unlikely to go to public libraries. A library system of seven child care centers was involved. Included are nine sample activity kit cards, a list of 41 readings for child caregivers, and 26 folktales for children four-five. (RJC)

Describes learning that takes place during children's play. Scenarios involve a 15-month-old who tries to work keys into a sideboard, a 2 1/2-year-old who takes a truck from other children, and a 4-year-old who plays with blocks with other children. (RJC)

Reviews research on children's knowledge of politics. Covers research on authority figures, national symbols, national identity and geographic location, international politics, and peace and war. Three theoretical frameworks for understanding children's political thinking are discussed. Lists 39 references. (RJC)

Discusses guidelines for HIV-infection control in group programs for children. These guidelines were adapted from the November 1988 issue of PEDIATRICS, and replace earlier statements on the topic. (RJC)

Summarizes results of a survey distributed by the National Academy of Early Childhood Programs to accredited early childhood programs. Survey questions concerned services provided by the programs, their funding sources, and the children served. (RJC)

Examines the roots of drug/substance abuse and the long-term positive social consequences of good programs for young children, as well as the components of a model drug abuse prevention program that easily can be incorporated into any Head Start, child care, or other early childhood program. (BB)

Discusses the levels at which fathers become involved with their children and the factors that influence their involvement. Also describes a Dad's Day Program at the University of Maryland's Center for Young Children. (BB)