Focuses on how to help children use everyday conversation to develop a scientific point of view by facilitating the interplay between experience and language. Argues that enhanced language skills enable children to better communicate their observations, draw conclusions from what they have observed, and discover patterns in their conclusions. (SD)

Documented strategies preschool children used in completing complex, multipiece puzzles, which included focus on color, design, or shape. Found that all children could benefit and enjoy working on larger puzzles in the classroom and that the activity encouraged social literacy, completing a long-term project, scaffolding, and child development.…

Focuses on using poetry to stimulate children's emergent literacy. Contends that poetry stimulates many areas of development and inspires children's desire to understand how words are spoken, written, and read. Advises teachers on how to bring poetry to the classroom through daily activities such as snack time, field trips, and routine…

Examined the literacy activities of 47 father/child pairs over a two-year period in New Mexico. Found a variety of reading and writing activities and concern among fathers relating to school preparedness and bonding opportunities. Devised five recommendations aimed specifically at fathers to develop early reading and writing skills in their…

Examines the prevailing myth that children's well-being increases through consumerism. Addresses the scope of child-focused consumption, negative impact of child-oriented consumerism on child development, creation of an imagination-stifling environment; and the relationship between instant gratification and avoidance of challenges. Concludes that…

Stresses the importance of using the wealth of resources available to teachers when a child with a developmental delay joins the classroom. Presents specific questions teachers should ask both parents and specialists to ensure a meaningful educational environment for all children. Presents generalized resource information appropriate for all…

Expresses concern over the apparent deprivation among young children of the important range of sensory experiences that are found in quiet places. Argues that classrooms have so much inviting play that time and space for quiet reflection are lacking. Provides specific "quiet" ideas and practices for use in child care settings. (SD)

Describes using cooking as a vehicle for creating community among three culturally diverse classrooms of prekindergartners and third graders. Notes how the choice of corn, beans, and rice in the cooking exercise planted the roots of understanding, tolerance, and compassion, and an appreciation of diversity. (SD)

Describes the process of implementing a positive multicultural educational plan in the early-childhood classroom. Explores techniques in expanding teacher knowledge, changing teacher attitudes, and implementing new ideas; also covers skills necessary to making multicultural education effective, what the plan should teach children, opportunities…

Contends that creating a program that reflects diversity and equity is an evolving process. Presents common markers whereby programs can judge individual levels on the multicultural and antibias education journey. Lists indicators for program evaluation, first steps and advanced steps characteristic of a multicultural-education program. (SD)

Examines why early development of motor skills is important, and presents easily implemented activities for 3- to 5-year-old children. Provides practical ideas for using large-muscle activities in both indoor and outdoor settings. Specific activities focus on use of balloons, blankets, and balls to achieve development. (SD)

Argues that teacher memories of childhood and early schooling have an impact on teachers' motivations, expectations, and values in the classroom. Examines how memories of early learning and schooling can influence the application of developmentally appropriate practice in the early child classroom in three important areas: learning environments,…

Argues that current training in child safety, health, and emergency response are not adequate for family childcare providers. Concludes that preventing sudden infant death syndrome (SIDS), preventing injury, providing safe outdoor play areas, controlling the spread of illness, and being prepared for emergencies must be of major concern and ongoing…

Advocates every teacher, assistant, counselor and administrator being knowledgeable about child abuse and understanding reporting procedures, recognizing the various emotions associated with them, and seeking support as needed. Concludes that the primary goal of understanding, reporting, and coping with the realities of child abuse is to help…

Presents an ethical dilemma posed by two important professional concepts: (1) presenting a balanced cultural diversity, and (2) not offending cultural values. Sample responses to the problem include using the NAEYC Code of Ethics, a teacher's viewpoint, and a third response. (SD)