Outlines and discusses some of the major sources of tension between employed parents and teacher-caregivers. Also provides ways in which teacher-caregivers can work effectively with parents and turn these sources of tension into sources of support. (BB)

Discusses characteristics of delayed language in children and research findings concerning adults' speech to children. Also describes a variety of strategies that early childhood teachers can use to enrich the classroom language environment and help facilitate children's language development. (BB)

Samples of kindergarten children's drawings and language, especially as used in dictation, illustrate that children invent symbols for figures, objects, and events; engage in the thinking processes of organizing and abstracting as children work to portray their concepts; and communicate their ideas to themselves and others. (BB)

Maintains there are many ways to help children develop their language abilities as they learn and that teachers can involve children in activities that bring the children's own knowledge into the curriculum. Illustrated with samples from the science activities of first through third graders. (BB)

Presents the National Association for the Education of Young Children (NAEYC) position statement and administrative and teacher guidelines on the selection, use, and interpretation of standardized tests in the testing of young children (ages three to eight years). (BB)

Presents a summary of readers' responses to a survey on recurring ethical dilemmas in early childhood education: the dilemma concerns divorced parents and what early childhood educators can do that is most beneficial to the child when the noncustodial parent (mother) requests confidential information about the child and its father. (BB)

Presents a National Association for the Education of Young Children (NAEYC) Ethics Commission member's comments and suggestions about how early childhood educators can best make sound decisions about the ethical dilemma of the welfare of the child and the confidentiality of its divorced parents. (BB)

Presents a philosopher's comments on how early childhood educators may view and deal with the issues of confidentiality and the family's right to privacy on the one hand and the parents' right to know on the other. (BB)

Maintains that the reasons behind child care workers' low pay are inequitable wages for women, devaluation of children, and minimization of the skill involved in working with children. (BB)

Argues that, because of their direct relationship with children and parents, early childhood educators and caregivers should establish a level of personal advocacy that works, in addition to local, state, and federal levels of advocacy, on behalf of social policies that are beneficial to children and families. (BB)

Reviews research on the developmental roots of nurturance in young children. Examines child characteristics (age, sex); characteristics of the nurtured object (infants and their behaviors); and aspects of the nurturing situation (adult involvement and encouragement). Implications for furture research and child care practices are suggested. (BB)

Focuses on specific concepts of the child care profession and on criteria for quality care, listing five charges for the National Association for the Education of Young Children regarding the education of the American public about the profession. (BJD)

Focuses on developing the capacity to differentiate between the inner child of our own past and the child being cared for in the present. Emphasizes the need for adults and children to communicate feelings, meanings, truth, and understanding. Several songs for children are included. (BJD)

Discusses the need for mother-infant support groups. Provides information for choosing the setting, structuring the group; provides activities and concerns for interaction. (BJD)

Describes the learning experiences of three kindergarten students, providing an account of their teacher overcoming prejudice toward computers. (BJD)