Students learn more when they are up, moving, and actively participating. The article discusses what teachers can do to incorporate movement into the classroom every day and describes several exercises from "Brain Gym." A sidebar illustrates the connections between muscular activity, the neural network, and the brain. (SM)

Maintains that infants two years of age and younger do direct social behavior toward one another. Adults play an important role in young children's social development. Developing strategies and planning peer experiences for infants become a teacher's responsibility. Recognizing differential influence of varying toys may be useful for such…

Argues that for reasons of development and temperament, many boys have difficulty fitting the traditional classroom expectations of many teachers. Presents some specific strategy changes made by a teacher in the learning environment to address boys' development, interests, and activity levels. Asserts that addressing the needs of boys can make a…

Intended as support material for teachers in Tasmania, Australia, to develop their ideas and practices in teaching visual arts to elementary school students, this volume provides a framework for a working, personal curriculum document that can be expanded. The first section of the book deals with learning through the visual arts. It describes the…

The focus of this paper is on how children use print, or literate language, in school and how teachers can respond and work with children. Beginning with a literature review, the paper discusses language use and literate language development in young children, pointing out that children construct their experiences through using language, and that…

Argues that the primary grades play a crucial role in the development of student attitudes toward the natural environment. Describes content and activities used in the primary grades to develop ecological and aesthetic values. Discusses using problems associated with nature study as topics for moral development activities. (CFR)

Argues that it is essential to encourage young children to have a protective relationship toward nature and aesthetic values. Describes classroom activities such as the caring of house plants or nature walks. Discusses how sensory experiences can be used to develop ecological attitudes and values. (CFR)