Consistent with National Council of Teachers of English's (NCTE's) commitment to establishing and maintaining equitable school practices, this resolution builds on the 2010 NCTE Resolution on Social Justice in Literacy Education--in particular, the efforts to support teaching about "social injustice and discrimination in all its forms." NCTE urge…

In an intriguing account, the hypothesis is proposed that elevating effects of quantity of childcare on aggression might not, as other research has suggested, be dissipating over time, but instead be diffusing across groups of children. Paradoxically, this diffusion may also affect children with little or no experience with non-maternal care. If…

The curricula and instructional approaches often used in elementary school classrooms, which too often avoid difficult issues, may restrict the social development needed to promote societal well-being. This problem is exacerbated in the early grades, where the discussion of controversial social issues seemingly contradicts the goal of maintaining…

Asserting that the significance of Project work in the early childhood curriculum may not be just intellectual but, more importantly, may be related to dispositional development, this paper discusses why the Project Approach is important in early childhood education. The paper explores the intellectual and social benefits of the Project Approach…

Discusses the challenges facing "rainbow teachers" in developing the habits of academic literacy in their "rainbow students:" teaching them how to write and speak as a member of an academic community, how and when to request information and from whom to request it. (TB)

Offers a rebuttal to Giyoo Hatano's commentary on a study on sociomoral development in the kindergarten classroom. It is suggested that the danger in restricting evaluation to stated goals is that unintended negative effects will not be recognized. (LB)

Studies of friendships in children with developmental disabilities have evolved primarily from the research on children with typical development. Children with developmental disabilities, however, present unique issues that warrant consideration such as measurement issues, developmental level, the etiology or type of disability, the experience and…

General issues raised by Gersten in his commentary on DeVries' article are discussed. These include the role of error, academic content, and direct instruction in constructivist education. His criticisms of sociomoral research by DeVries and others are emphatically refuted. (LB)

Because gifted children are different in level of emotional development, interactions with peers, and learning characteristics, they require special support. Drawing on experience with enrichment programs for young gifted children, this article explores ways of establishing nurturing learning environments that develop self-esteem, engage long-term…

Many schools are using evidence-based social and emotional learning (SEL) programs to prevent certain student behaviors such as bullying and harassment, drug and alcohol abuse and violence. The changing of students' social and emotional behavior requires more than skill lessons, as it requires attention to the environment in which students learn.

Describes the characteristics of play and its contributions to development, and proposes fundamental principles and practices for its encouragement. Delineates the necessity of play and affirms its centrality in the lives of all children. Stresses both teacher and parental roles in providing a safe and calalytic play environment. (Author/RWB)

The article details the emotional, social, and mental characteristics of gifted children and explains how the classroom teacher can help such children, who are often socially alienated, find their place in the world. (SB)

Contends that supportive teacher-student relationships can benefit students' social, behavioral, emotional, and academic health. Offers five recommendations for teachers working with adolescents with high incidence disabilities: (1) provide students adult support within school; (2) teach skills for building strong adult relationships; (3) focus on…

The observational study of effective instructional processes in kindergarten by DeVries and others is critiqued. It is maintained that (1) the study takes a narrow approach to constructivism that does not reflect current thinking; (2) there are flaws in the coding system used; and (3) the understanding of instructional issues involving minority…

DeVries' study of sociomoral development in direct-instruction, eclectic, and constructivist kindergartens is critiqued. Additional research in such areas as class-to-class and child-to-child variations and interpersonal negotiations in nonclassroom contexts is recommended. (LB)