Here is a book that invites teachers to the table--even those of us who don't see ourselves as cooks--to create tasty, wholesome projects with children. Young children certainly love to cook, and cooking experiences give them a chance to see a task through to completion and take pride in a product. As they prepare food, children learn social…

This book offers practical guidance and concrete strategies for making change on behalf of young children and families at the school/center, local, state, and national levels. It includes an updated introduction, clarification of what nonprofit organizations can and cannot do during an election year, and new material on the legislative process,…

Discusses the author's personal background as it affects her views on early childhood education. Describes her 12 beliefs in praise of developmentally appropriate practice. Beliefs include: (1) the theoretical foundation of developmentally appropriate practice is valid; (2) developmentally appropriate practice encourages academic rigor; and (3)…

Examines the reaction of a kindergarten class at the unexpected death of their pet rabbit. Describes their spontaneous acts of writing, talking, playacting, and planning a funeral to process the rabbit's death. Asserts that if teachers had taken charge, much of the rich experience would have been lost. (EV)

This observational study suggests that many toddler friendships are occurring all the time, waiting to be discovered and fostered by astute teachers. Asserts that those working in toddler programs need to be sensitive to the potential for friendships in 2-year-olds and nurture these first fragile bonds. (EV)

When alphabet instruction is removed from the meaningful context of written language, children receive a distorted message about the purpose and importance of letters in isolation. Activities in a kindergarten classroom designed to promote children's growth as readers and writers should present written language as whole and meaningful, rather than…

Presents a model for using computers with 3- and 4-year-olds, and another for children 5 to 8. Covers developmentally appropriate computer activities, parent support, benefits to children, enlisting support from the school community, setting up a computer study group for school personnel, and teacher training through computer experience,…

Addresses major issues in teachers' reluctance to use woodworking centers with young children: (1) too noisy; (2) too dangerous; (3) just for boys; and (4) too expensive. Explains why woodworking can be beneficial to children and how to begin creating and using a woodworking center. (EV)

Describes one volunteer's experience bringing nature-oriented games and activities weekly to a preschool classroom. Asserts that child care centers can benefit immensely from bringing in outsiders with special skills. Offers tips for a successful volunteer experience: (1) shop and screen; (2) make it a date; (3) be upfront and personal; (4) allow…

Examines two preschool programs in the New Orleans area in terms of their arrangement of indoor and outdoor space to implement developmentally appropriate practices. Explains that they can serve as inspiration to other early childhood professionals who struggle to create meaningful experiences for young children in "second-hand" space. (EV)

Offers several examples of different cultural perspectives in child rearing values and identifies materials for teachers and caregivers to use as they consider cultural values in their work with children and families. Provides a collection of charts, vignettes, and reference materials used in training workshops and courses. (EV)

Explores the following aspects of state prekindergarten initiatives: (1) states take varied approaches to prekindergarten initiatives; (2) state policy decisions impact availability of programs; (3) many factors influence program quality; (4) barriers make programs inaccessible to some families; (5) collaboration efforts promote coordination at…

Presents a teaching dilemma in which parents of a gifted child want a more teacher-directed, structured education for their child. Describes a fictional parent-teacher conference and raises questions about how the teacher, a believer in developmentally appropriate practice, should proceed, especially with regard to NAEYC's Code of Ethical Conduct.…

Considers solutions that families often use to meet their needs for after-school care: self-care and after-school programs. Describes: (1) the incidence of these care arrangements; (2) familial, child, and community factors related to their use; and (3) the conditions under which these arrangements either support or undermine child development.…

Describes five "A"s, issues that bind together early childhood educators and give them benchmarks to gauge success: (1) access; (2) affordability; (3) appropriateness; (4) accountability; and (5) advocacy. Asserts that only when all five "A"s are achieved will early childhood education be an enterprise of which all educators can be proud. (EV)