Offers some suggestions for classroom routines that should augment learning and promote democratic behavior. (ED)

Describes techniques for minimizing resistance of preschool children in situations where compliance is necessary. Suggestions include being flexible when making transitions, giving verbal alerts about transitions, offering choices, giving children time to comply, acting positively, and using time out. (Author/RH)

Discusses transitions to and from specific activities (i.e., free choice time, group activities, clean-up time, outside play, meals, naps, and using bathrooms) as well as children's arrivals and departures from the preschool or day care center. (CB)

Describes the benefits of a curriculum that includes musical experiences. Discusses methods teachers can use to incorporate focused listening, singing accuracy, beat competency, and music appreciation into classroom activities. Suggested records and tapes are listed. (LB)

Suggests actions that teachers can take to challenge the use of violence by children. Actions include providing early intervention and teaching specific skills to help children resolve conflicts. Discusses adaptation to children's developmental levels and creation of classroom contexts supportive of nonviolence. (LB)

Describes one teacher's efforts to understand children's aggressive play by reading literature that suggests children use play to construct meaning, viewing the Ninja Turtle cartoon show, and interviewing children about their superhero play. Male and female roles in play, aggression and violence, and television commercialism are discussed. (LB)

Discusses patterns of social interaction used by 28 preschool children who were popular, controversial, neglected, or rejected as playmates. Videotaped social play in which one child joined a dyad was coded in terms of children's direction of communication, inititiations, and responses. (CB)

Based on one teacher's experiences with children's books that have caring themes, ways for teachers to nurture preschoolers' natural altruism are discussed. An annotated bibliography of books on caring for the sick, the disadvantaged, special friends, neighbors, siblings, parents and grandparents, people in distress, the environment, and animals…

The use of small groups and the necessity of teacher flexibility in story reading to groups of children are described. Suggestions are offered for selecting materials, presenting materials, involving the audience, and preparing the setting for the reading. (LB)

Classroom management can have a direct effect on the kinds of behaviors students exhibit and make the difference between chaos and an orderly environment that facilitates learning. Suggestions for teachers involve planning for physical space, arrival and departure times, the scheduling of transitions, children's interactions with equipment and…

Discusses the developmental characteristics of young children which make them particularly vulnerable to traffic accidents and offers suggestions for parents and teachers on experience-based pedestrian safety education. (BF)

Discusses the Teacher Behavior Continuum (TBC), which is a model of strategies for teachers to use in interacting with children. Strategies range from looking at children's behavior to physical intervention. Ways to use the TBC in dealing with victims in children's disputes and children's tattling are suggested. (LB)

Examines observational skills for use in working with children and suggests ways students or practicing teachers can develop those skills. Specific techniques discussed are the running record or specimen description, checklists employing operational definitions, time sampling, event sampling or anecdotal records, and the informal interview. (RH)

Describes a play observation system and offers guidelines for using a recently developed play observation inventory. Two basic sociodramatic play training procedures are described which teachers can use to enhance the quality of children's play. (Author/RH)