Reports on an action research project, The Teachers' Research Network (TRN), in which teachers carry out their own classroom-based research. (BB)

Outlines the reasons for a need to know more about water and swimming pool dangers with regards to young children and how to make these water areas more safe. (BB)

Highlighted by Katy's early reading and writing experiences, guidelines to help young children become effective readers and writers are offered to parents and teachers. (BB)

Recounts the development and implementation of a new language and literature program into the kindergarten curriculum at the Lincoln-Eliot School in Newton, Massachusetts. (BB)

Describes the "workability" of a K/1--kindergarten/first grade--multi-age classroom. (BB)

Describes the national data currently available to answer questions concerning: the match between children in need of child care and the type of arrangements made for them; the proportion of children in licensed arrangements; the relationship between price of care and the family's ability to pay; and parents' preferences for type of program. (BB)

This review of research on the development of self-concept in young children defines and differentiates the various dimensions of self-concept; notes problems associated with measuring self-concept; comments on the relationship between cognitive development and self-concept, and discusses external factors related to self-concept development. (BB)

Outlines some of the findings from public opinion polls and surveys on how the voting public feels about child care and what the actual problems are. Also indicates studies on child care which are now in progress. (BB)

Discusses four educational methods designed to deal with the risk of kindergarten failure. Methods include increased provision of prekindergarten programs; adoption of a later school entrance age; a developmental placement system; and a continuous progress plan with multi-age groupings. (BB)

Describes ways in which well-intentioned efforts to protect young children from inappropriate school practices have had the opposite effect. Readiness testing, retention, transition classes, tracking, and increased entrance age are discussed. Alternative strategies are proposed. (BB)

Maintains that early childhood education and care teachers and workers have some hard choices to face in terms of the delivery of high quality programs. Choices concern salaries, differential staffing and salary plans, interagency and institutional cooperation, curriculum design, and research. (BB)

Discusses ways in which preschool teachers can meet the needs of the gifted preschool child in the classroom. (BB)

Describes the Bringing Out Head Start Talents (BOHST) project, which was designed to modify materials and procedures for training Head Start personnel, parents, and volunteers to identify disabled and low-income gifted children and develop appropriate programs for them. (BB)

Discusses ways in which kindergarten and primary teachers can maximize their role in meeting the special needs of young gifted children. A case study illustrates the situation. (BB)

Describes the development of the Early Adolescent/Child Care Helper Program, which is designed to meet the needs of both young adolescents and preschool children. (BB)