Recognizing the many outside pressures early childhood teachers face from parents, students, administrators, and policymakers, this article contends that early childhood teacher preparation must encourage and support leadership by promoting autonomy for teachers. The article asserts that teacher educators must consider developmentally appropriate…

Reviews the development of European Union's early childhood social policy agenda over the last 15 years, examining what part of the agenda addresses early years issues and what problems the EU should focus on. Raises questions that require attention and makes a series of suggestions as to what a distinctive European approach for early year…

Explains that Hunter's Instructional Theory Into Practice/Teacher Assessment Model and developmentally appropriate practices are mutually incompatible alternatives to good early childhood education practices. (BB)

Maintains that the meaningful use of projects necessitates knowledgeable and reflective teachers with the autonomy to make intellectually honest curricular decisions in the best interest of each child. (BB)

Presents guidelines that teachers and supervisors can use to make decisions about curriculum content and assessment in programs serving young children three through eight years of age. These decisions concern appropriate curriculum content and assessment; evaluation of curriculum and assessment practices; and the advocacy of appropriate…