Shares information about nannies and the schools that prepare them. Additional topics discussed include nannies as professionals and contributions of the nanny movement in the United States. Tables provide a profile of American nanny schools, nanny school entrance requirements, and nanny school curricula. (RH)

Puts forth the view that early childhood educators have been more successful than teachers of either older children or adolescents in opposing two underlying assumptions of the educational reform movement: (1) learning should hurt, and (1) the main job of education is to teach basic skills. (RH)

Publicizes collaborative efforts of national organizations to generate increased support for child care and to develop national child care legislation to be introduced in the 100th Congress. Reprints letter sent to national organizations; lists charter member organizations of the "Alliance for Better Child Care;" and states principles for…

Designed for child caregivers deciding to add an infant or toddler component to their child care center, this article briefly reviews the history of child caregiving and points out steps to consider in implementing such a component. (RH)

To further practitioners' understanding of shyness, this review of research discusses (1) origins of shyness, (2) cognition and shyness, (3) situational factors affecting shy behavior, (4) social difficulties of shy children, (5) shyness and sex differences, (6) persistence of shyness, and (7) ways for caregivers to help the shy child. (RH)

Discusses efforts to inform young children about sexual abuse. Points out that what caregivers do in everyday interactions with children is of greater value than lessons about child abuse. (NH)

Presents anecdotes from nursery school daily records which illustrate significant learning experience through cooperative work and play. Suggests that children process and learn information by playing with that information. (NH)

Delineates three distinct but overlapping functions of kindergarten: (1) to minister to the nature and needs of four- to six-year-olds; (2) to look forward to the nature and needs of children as they develop through the sixth year; and (3) to look backward to experiences and learning in the home. (NH)

Discusses the educational philosophy of learning through projects, and the teacher's role in planning learning centers. Describes several types of kindergarten learning centers which allow for varying degrees of self-directed or teacher-instructed learning. (NH)

Reflects on what is to be done if a child is not ready for the standard first grade after a year in kindergarten. Proposes that elementary schools have developmental curricula that allow children to move through an ungraded system at a pace in keeping with their own development. (NH)

Presents issues concerning kindergarten, Grade one and Grade two curriculum content, which is now more academically oriented than 30 years ago. Using examples drawn from teaching experience, discusses related issues of school entrance age, the ungraded K-2 classroom, beginning reading instruction, and parent involvement. (NH)

Describes the process and benefits of accreditation of programs for young children through validation by the National Academy of Early Childhood Programs, which is sponsored by the National Association for the Education of Young Children. (NH)

Discusses and demystifies curriculum needs of infants and toddlers for optimum emotional, social, physical and mental well-being and growth. (NH)