Does the use of rewards to motivate children to learn or to follow classroom rules run counter to fostering a true desire for mastery? This column, which consists of two separate articles, provides the opposing opinions of the authors regarding the appropriateness of giving rewards in an early childhood classroom. In "Using Rewards in the Early…

Recommends that early childhood teachers articulate clearly the reasons for programs for young children that incorporate developmentally appropriate practices, a broad range of learning activity choices, classroom observation techniques for student evaluation, and parent involvement. (BB)

Discusses ingredients inherent in democratic, ethical, and moral character and practices and the ways in which early childhood caregivers and teachers can institute democratic practices in their classrooms with young children. Considers the uses of discipline in democratic child care and education. (BB)

Explores the importance of play in the cognitive, social, emotional, and physical development of young children. Functional, constructive, and dramatic play, and games with rules, are examined. Suggests that play is a powerful curricular tool for the kindergarten and primary classroom. Investigates ways to integrate play into the curriculum and to…

Advocates the implementation of the same developmentally appropriate principles and practices that govern good preschool programs in elementary school programs as well. These practices involve understanding children and their levels of development, working with the whole child, fostering integrated learning, and encouraging parent participation.…

Examines how provocation and willingness to become engaged can contribute to collaboration and enhance the learning process among young children. Discusses the role of collaboration in the emergent curriculum, factors to consider before expecting learners to collaborate, ways of sustaining conflict, and use of doubt to practice critical thinking…