Discusses the importance of the development of trust in peer relationships and friendships among young children. Also suggests strategies that teachers can use to help children develop trusting friendships. (BB)

Presents recommendations for prekindergarten teachers for working with non-English speaking children who are entering the prekindergarten or early childhood program. A case study is included. (BB)

Discusses one first-grade teacher's use of collections in the classroom for the purpose of enhancing children's vocabulary, questioning, and oral presentation skills. (BB)

Presents a statement on the nature of childhood, the basic needs of the child of one to six years, and ways to meet those needs. (BB)

Discusses a blueprint for a comprehensive community-wide day care program. (BB)

Discusses ingredients of quality infant/toddler caregiving; these include individualized attentive loving, respect for children's tempos and exploration needs, language mastery experiences, activities shared by caregiver and child, nutrition and health care, promotion of babies' altruism, continuity of care and cognitive facilitation. (BB)

Focuses on the problem of teacher retention in day care and early childhood programs. Clarifies concepts used to describe and measure retention. Suggests consequences of retention on children and parents. (BB)

Reports on a cross-cultural study of expectations about developmental timetables for young children held by infant and preprimary teachers in Amherst, Massachusetts, and Pistoia, Italy. Findings indicate that teachers' expectations are influenced by culture, as well as child development training and experience with children. (BB)

Maintains that children's museums provide unique opportunities that engage families in intergenerational exploration and learning. Provides criteria for selecting a museum that serves developmental needs of children and adults alike. (BB)

Illustrates that every child is to some degree involved in every class activity. Creative teaching can accommodate the needs of an apparently nonparticipating child. (BB)

Presents a former family day care provider's reflections on preschool teaching priorities. Priorities include teaching flexibility and creativity, acceptance of one's own and others' vulnerability, valuing of each other's individuality, and development of empathy. (BB)

Discusses new state child care provisions to be implemented as part of the Job Opportunities and Basic Skills Training Program (JOBS Program) for Aid to Families with Dependent Children (AFDC) parents under the welfare reform bill, the Family Support Act. (BB)

Reviews research that has led to new ways of understanding mathematical development in young children. Covers research on information processing theory and cognitive science. (BB)

Focuses on factors that thwart true school-parent partnerships in the development and education of children. Factors include a family's socioeconomic status, democratic issues, the creation of school systems, gender bias against women, teacher priorities, racism, and classism. (Author/BB)

Discusses the importance and applications of problem-solving skills, especially at the preschool and early childhood levels of education. (BB)