The present study utilised naturalistic observation to assess the impact of parental departure during daily drop-off at preschool on children's settling into daily preschool routines. Forty-six 3-5-year-old children and their parents/caregivers were observed during morning drop-off at preschool. Longer latencies of parent/caregiver leaving were…

Considers research trends concerning cognitive styles in relation to various classroom factors. Explores relations between the field dependence-independence cognitive style dimension and instructional approaches and materials, classroom organizations, and teacher-student match and mismatch effects. (RJC)

Describes how the field dependence independence dimension of cognitive style affects teachers' instructional behaviors and students' learning behaviors, and how interaction of teachers' and students' cognitive styles creates different learning environments. Discusses matching alternatives, focusing on identical cognitive style matching and…

Two case studies examined the relationship between preschool teachers' educational level and their interactions with students. Subjects were two preschool teachers with degrees and three without. Specific similarities and differences among the teachers support the need for instruction in developmentally appropriate practices for adults who work…

Argues that knowing the temperamental differences of young children can assist classroom teachers in being more responsive to children's various needs and in providing developmentally appropriate classrooms. Recommends ways to adapt the classroom environment for many interaction and learning styles. (MM)