Summarizes the NAEYC position statement on developmentally appropriate practice in the primary grades serving students aged 5 through 8 years. Uses a comparative format of appropriate and inappropriate practice related to curriculum goals, teaching strategies, integrated curriculum, guidance of social and emotional development, motivation, and…

Argues the value of using the assertive discipline approach in the classroom, suggesting that in classrooms where teachers use this approach, students are happy, motivated, responsible learners. (RWB)

Questions whether assertive discipline techniques are responsive to the developmental needs of children or simply serve the convenience of adults.

Examines current reforms in early childhood education, and the nature and scope of changes in the care and education of children since the 1960s. Emphasizes the need for: (1) coherent child and family policy in the United States; (2) appropriate curricula for children of different ages; (3) establishment of a federal office of early childhood…

Points out that a key to discipline is the developing of a fun-filled friendship between adults and children in the child care environment. Suggests that "me vs. you" situations can be avoided by distracting the child with something interesting and fun, such as directions given in the form of a jingle or song. (RWB)

In a study of what stimuli encourage use of oral language --storytelling--kindergarten to third grade children were asked to "tell a story" about a picture and about an eight-page wordless picture book. Children were also asked to make up an original story of their own. The opportunity to tell their own story elicited the most elaborated language.…

Summarizes results of a survey on an ethical dilemma about whether a teacher should meet the needs of a working mother or those of her four-year-old son in terms of naptime. Educator Lilian Katz and philosopher Kenneth Kipnis comment on the dilemma. (BB)

Presents an annotated bibliography of magazines that parents and teachers can use with preschool and primary grade children. (BB)

Maintains that public support toward a national policy on young children is necessary in advocating for better child care programs. Also presents highlights of the Act for Better Child Care. (BB)

Reviews the research concerning young children's use of computers in terms of their social/emotional development (peer interaction and cooperation, peer teaching and helping, social and cognitive interaction, and attitudes), language skills (language development, prereading reading, and writing skills), and mathematical and problem-solving skills.…

Presents five reasons (along with suggestions) as to why teachers of young children should allow children "free" choice of class activities as a means of preventive classroom discipline. (BB)

Addresses several important aspects of young children's involvement with security objects, including why certain children have them, how they are used, when attachments to such objects are cause for concern, and how teachers and parents can respond in ways that promote the young child's development. (BB)

Examines positive child rearing interactions in an out-of-family (home- or center-based) child care setting. Presents a conceptual model of the levels of adult interactions with children and examines specific patterns of adult child interactions. Also urges early childhood educators and supervisors to notice and record these interactions. (BB)

Discusses the development of complex sentence and other language embellishments in preschool children. Emphasizes implications for parents and teachers who facilitate such language development. (BB)

Concludes from a research project that the pleasure and success preschool and kindergarten children experience with computers is proportional to the foundation of pleasure and success they have already built by comprehending, remembering, evaluating, and creating with tangible objects and familiar people. Also discusses potential values of…