Explores the relationship between conflict and violence by reviewing literature about young children's peer conflict, focusing on questions about the nature of peer conflict and teachers' responses. Concludes that peer conflicts do not necessarily lead to violence, but when children are unable to resolve their own conflict and are not supported in…

This article describes features of the verbal and nonverbal environment of the early childhood classroom. Children's literature is used as a vehicle for understanding: (1) how teachers talk to children; (2) how teachers allow children to talk to each other; and (3) how teachers help children talk to themselves about their learning and…

Discusses results of a survey of preschool teachers, children, and their parents about young children's understanding of parents' employment. Reveals that many children don't know what their parents do at work despite teacher and parent belief in the importance of this knowledge. Offers suggestions on classroom projects and children's books…

Provides "adoption awareness" for early childhood educators and offers practical suggestions for working with adoptive parents and their children. Includes a list of adoption resources and consultants, along with a collection of suggested adoption books for young children. (Author/EV)

Provides information on how teachers in the early childhood setting can encourage fathers to participate in their children's school experiences. Discusses models for fathers, the place of work in the traditional father role, and helping children with absent fathers. Suggests ways to teach positive parenting skills to fathers, including praising…

Discusses benefits of inclusion in preschool and compares educational practices of high-quality inclusive preschools in the United States with those characterizing the Reggio Emilia approach. Offers recommendations for better serving children with special needs in inclusive settings, including viewing teachers as researchers, and using…

Provides an overview of how young children understand death, and offers concrete strategies for talking to children about death and suggestions for teachers about how to help children of various ages through grief and mourning. Highlights developmental differences in four components of children's understanding of death: irreversibility, finality,…

Reviews two books for experienced teachers and administrators on national issues for care of infants and toddlers: "Caring for Infants and Toddlers in Violent Environments" (Osofsky and Fenichel, editors) and "Starting Points: Meeting the Needs of Our Youngest Children" (Carnegie Corporation). (JW)

Examines the campaign to convince educators to use direct instruction programs such as DISTAR. Maintains that, although direct instruction is appropriate for low-level tasks and in desperate circumstances, direct instruction programs such as DISTAR deprofessionalize what early-childhood teachers do because it ignores their specialized training,…

Examines the changes in perspective involved when early childhood teachers are promoted to administrators, focusing on leadership roles. Discusses stages of growth for administrators and the implications of these stages for effective leadership. (KB)

States that early-childhood professionals play an important role in connecting children to quality literature. Presents an overview of children's book awards and selection criteria. Includes strategies for using award-winning literature with young readers and listeners. (LBT)

Using a systematic storytelling procedure termed critical incident recording, a teacher-as-researcher model was implemented with staff in early childhood centers that include children with disabilities. The approach encourages teachers to conduct a critical analysis of children's performance and of environmental variables that contribute to…

Discusses the changing roles of early childhood educators to include collaborations with parents and families. Considers factors affecting this change in educational practice. Examines new tasks and roles for educators, and offers suggestions to early childhood educators for adapting to collaborative roles when preparation programs are not…

Asserts that social relationships may be enhanced through a youngster's efforts and those of caring adults, especially teachers, parents, and other caregivers. Presents two checklists, one to assist when observing and recording children's behaviors and another to aid adults with the self-assessments of their child guidance techniques. (Author/SD)

Describes the development and use of the Verbal Plan and Evaluation program, an instructional model applicable for free play time and based on Vygotsky's view that teachers' active involvement in children's verbalization of planning and evaluating play activities facilitates the development of their mental processes. Presents teaching strategies…