Describes steps taken by the Massachusetts Childcare Coalition to remediate organizational weaknesses and build on past successes including creation of a transition steering committee, clarifying the coalition's roles and functions, establishing a permanent steering committee, expanding membership to include a wider range of human service and…

Explores how teachers in early childhood programs can contribute to the aesthetic development of young children. Suggestions include sharing awareness of beauty; attending to design of school environment; providing fine art in classroom; exploring artwork with children; providing beautiful books; direct experience with art/artists; providing…

Maintains that early childhood teachers should provide young children with creative, stimulating, and manipulative (hands-on) experiences rather than workbook pages in early mathematics programs. Presents reasons and corresponding counterpositions for using workbooks and suggests sample activities which teachers can use to make mathematics more…

Maintains that children's literature offers possibilities for helping children learn about a variety of mathematical (prenumber) concepts. Two books, FREIGHT TRAINS and THE VERY HUNGRY CATERPILLAR, and their related concrete-level learning center activities are presented to illustrate ways of dealing with prenumber skills using children's…

Suggests activities that allow three- to eight-year-old children to experience science in their everyday world. Science experiences can spin off into art, music, mathematics, literature, and other areas of the early childhood curriculum. (BB)

Presents an annotated bibliography of outstanding science books for children in kindergarten to the seventh grade. (BB)

Alerts parents, teachers, and others to some of the leading indoor environmental hazards to young children which are caused by various types of indoor pollutants: cigarette smoke; heating/cooking equipment; asbestos; pesticides; art supplies; radon; and lead. Also suggests ways to reduce these health hazards. (BB)

Reviews research on three major social and demographic trends affecting young children and their families: growth in poverty and the changing characteristics of poverty; shifts in social resource allocations; and growing perceived "costs" of childrearing. Discusses the implications these trends have for provisions of early childhood care and…

Addresses the issues surrounding the problem of providing both high quality and affordable early childhood programs, particularly day care and family day care, to all families. (BB)

Discusses curriculum for young children centered around the beliefs and teachings of Dr. Martin Luther King, Jr. His works are interpreted in a human rights context in which children find their voice in the peaceable resolution of everyday conflicts. Describes the Child of the Day program. (Author/RWB)

Discusses rough-and-tumble (R&T) play and misconceptions about its role in the development of young children. Contrasts R&T with aggressive behaviors. Discusses the educational benefits of R&T and offers recommendations for incorporating it into young children's curricula. (Author/RWB)

Discusses the problem of overweight and obese preschoolers, particularly those in an academic preschool situation, which traditionally allows children to function without specific objectives related to physical fitness. Offers recommendations for integrating a balanced fitness program. (Author/RWB)

Discusses the need for professional introspection on the part of early childhood educators. Emphasizes the need to understand and participate in the multicultural experience in this country, suggesting that in this way professionals can design appropriate curriculum strategies for schools. (Author/RWB)

This article is the second in a series reporting the results of YOUNG CHILDREN's May 1987 survey on recurring early childhood education ethical dilemmas. Presented are readers' replies to the case of "The Aggressive Child" and accompanying commentaries. (Author/RWB)

Examines the positive perspective of the nuances of show-and-tell. Suggests that show-and-tell can be: (1) an activity for closure and evaluation, and for clarification of feelings; (2) a forum for expressive and receptive language development; (3) a window into children's thoughts and feelings; and (4) a source for curriculum ideas. (Author/RWB)