Losing self-control is costly. In the aftermath, a teacher wilts with shame or embarrassment. In truth, teachers may be unwittingly susceptible to rash behavior, not because they are inherently ill-tempered people, but because they are biologically wired to respond unthinkingly to perceived threats. Thanks to the evolving field of social…

Illustrates professional, nonprofessional and unprofessional judgment by describing possible responses to a common predicament faced by those working with young children. (RH)

By pushing a child to an early acceptance of our perceptions, we often fail to listen to him and understand what he is saying. (Editor)

Describes the National Day Care Home Study (NDCHS), a study of sponsored, regulated, and unregulated family day care homes in Philadelphia, San Antonio, and Los Angeles. Results of the study are discussed. (Author/RH)

Reviews the literature on effectiveness in early childhood teaching, focusing on the effective teacher's personal characteristics, values and beliefs, and behavior. Also considered are effects of sex, education, and experience; situational factors; and implications for teacher education and selection. (KS)

A pilot study was undertaken to assess behavioral differences between male and female teachers of young children. Observational and interview assessment techniques were used in 18 classrooms (pre-school through second grade). Results are discussed in terms of possible effects on children's sex-role experiences and self concept development. (DP)

Provides a rationale for use of the term "developmentalist" to refer to practitioners, teachers, and scholars. Defines being a "developmentalist" and suggests that this concept, which integrates educators' knowledge bases about preschool, child care, and early childhood education, contributes to a comprehensive view of child…

Illustrates how child caregivers and preschool teachers have positively affected the lives of young children. Cites two examples in which teachers helped children who needed meals and who needed a haven from a violent home. (BB)

Suggests way for directors, principals, and NAEYC affiliate groups to promote the association's Code of Ethical Conduct. Also suggests ways for early childhood care and education professionals working in state government to incorporate the Code into the training and technical assistance they provide. (HTH)

Discusses how allowing ourselves to demonstrate genuine enthusiasm for a project in front of the children in our care can motivate and inspire them to strive in ways they might not otherwise attempt. (HTH)

Provides a humorous 1920 description of the characteristics and development of the ideal nursery school teacher. (BB)

Considers how to deal with an ethical dilemma concerning a caregiver's dislike for a child. Recognizes that no statement in NAEYC's Code of Ethical Conduct requires that a professional must like each child, and presents some ideals and principles from the code that may guide professionals through similar situations. (BAC)

The importance of individual differences among preschool teachers in implementing curriculum models is discussed. Interaction between the role expectations associated with a model and individual teacher styles accounts for the variation found within any one model. No matter what model is implemented, teacher variables largely determine degree of…

Reports on teachers' responses to a hypothetical case study of an ethical dilemma occurring in an early childhood setting that concerned a child with a possibly contagious disease. Discusses the use of the National Association for the Education of Young Children's code of ethics to resolve problems in everyday practice. (TJQ)

Examines ways child caregivers can create fun, safe, and stimulating play environment for young children. Includes discussion of several factors: (1) a carefully planned and organized physical environment; (2) routine, repetition, and consistency; (3) clearly stated expectations and limits; (4) interaction with the children; (5) behavior role…