One kindergarten teacher engaged children in conversations about environmental print and thus made literacy learning more meaningful and personally connected to the children's outside school experiences. Activities included an environmental print show-and-tell, and small-group and whole-class word-logo matching activities. It was concluded that…

Describes an intervention program in which a clinical consultant entered a kindergarten classroom on a regular schedule to interact directly with children whose special needs could not be met within the normal class routine. (BB)

Discusses the author's gradual acceptance of a project to promote public television in day care, based on "Mister Roger's Neighborhood" as a medium for caregivers to learn appropriate ways to interact with children. Describes the positive results of the project as related by caregiver anectdotes. (HTH)

Describes how one preschool teacher teaches children to learn to take responsibility for themselves by allowing them to make choices and decisions in the classroom within the limits of the rights and choices of others. (BB)

Discusses the characteristics of child-centered home visits in early childhood and preschool programs. Offers strategies for making the visits and for evaluating them. Benefits of visits for children are considered. (BG)

Discusses and illustrates the ways in which early childhood teachers can teach preschoolers about peace. Teachers can implement two simple rules: "Don't hurt anyone," and "Use words to settle problems." Explains how these rules would be implemented in particular preschool situations. (BB)

Describes implementation of the Reggio Approach in a university preschool. Summarizes the learning assumptions and teaching methods used. Examines the parent-teacher, teacher-teacher, and teacher-child partnerships; and describes and reflects on student projects related to dinosaurs, kites, castles, princes, and princesses. Discusses the impact on…

A unit on butterflies in a first grade classroom gave the children scientific knowledge and incorporated subject areas other than science. (BB)

Discusses the development of a webbed curriculum at the preschool level. The teacher develops the curriculum by observing children, documenting their recurring interests and the themes of their activities, and integrating and connecting class activities. (BB)

Advocates cooperative learning, rather than competitive learning, in the classroom. Offers an example of cooperative learning among nursery school children in Tenants Harbor, Maine. Discusses ways for teachers to facilitate cooperative learning in program and classroom design. (BB)

Illustrates the ways in which a teacher served as an ally for abused preschool children. The teacher interacted with the children to make their views of the inner self constructive rather than destructive. Parenting classes were incorporated. (BB)

Reviews a study of preschool children's movement responses to music in a natural learning setting. Describes ways in which the findings of the study can be used for the development of a music curriculum that provides a developmentally and individually appropriate program. (BB)