Proposes values to instill in children to create successful caregivers: life is not about winning or losing; it is alright to trust themselves; words matter; values must be lived; diversity is to be enjoyed; gentleness and quiet feed the soul; only a portion belongs to them; life can be about gathering, not sorting; and that life is people. (KB)

Addresses the concept of "play as a child's work," from the viewpoints of Montessori, Freud, and Piaget. Contends that children's play: (1) like adult play, may be individual or social; (2) has immediate value for the child as a way of expressing feelings; and (3) is a healthy counterpoise to work. (SD)

Discusses data from surveys assessing parents feelings about their children's play, finding that while parents believe play is important for children's development, they often believe that early academic learning is more important. Offers suggestions for early childhood educators to help parents make playtime more available to their children. (EV)

Presents personal reflections from the World Summit for Children, an international meeting of heads of state to discuss the plight of the world's children. Maintains that each person has to put his or her power to work for the good of children. (BB)

Emphasizes the importance of aesthetic elements such as color, light, texture, plants, art, and music in children's centers and schools. Describes how aesthetic elements may be added to the environment. (NH)

Responds to a letter from a parent facing serious problems in putting her child to sleep at night. Suggests that a child's eagerness to spend as much time as possible with his or her parents can create problems at bedtime. Proposes increasing shared time, and putting the child to bed, but handing over to the child responsibility for sleeping. (AA)

Discusses the importance for children of playing outdoors. Describes playground types (traditional, creative, and environmental), a vision of the ideal playground, and specific types of outdoor places that most benefit children, including places for active motor play and places to "be human." (EV)

Describes the "Playing for Keeps" project of maintaining a comprehensive, categorized database summarizing current knowledge on play. Presents selected findings and information about: child development theories, studies about the developmental benefits of play, investigations into why play is useful for children, and documentation of the…

Discusses how infants and toddlers are affected by violence, and problems they may experience as a result of living in a violent environment. Also discusses the role of child caregivers in providing a safe haven, a stable environment, and consistency, and being effective primary caregivers. (DR)

Discusses the institutionalization of children in child care centers. Describes characteristics of institutions that tend to dehumanize individuals. Characteristics relate to (1) space allotment; (2) the use of time; (3) privacy; (4) personal property; (5) meaning and responsibility; (6) spontaneity; (7) security and safety; (8) individuals…

Discusses ideas for using various kinds of storage facilities that can maximize material as well as human resources, thus improving day care programs. Closed and open storage units and facilities are discussed. (BB)

When given the chance, children seek out and create private places in the midst of busy days. This article advises centers to design protected places where small groups or a single child can retreat to observe other children, either from above or horizontally. Suggestions for such "child caves" involve architecture, furniture arrangement, and…

This is part one of a directory of organizations serving children under the age of eight in more than one nation. Each entry consists of: (1) organization's name; (2) location; (3) Web site address; and (4) a description of the organization's structure, mission, and major areas of focus. (SD)

Discusses various factors which need to be considered when designing physical environments for infants and toddlers in child care settings. Along with the developmental differences and needs of infants and toddlers, these factors include health and safety, variety, flexibility, scale and proportion, softness and responsiveness, and harmony and…

Examines the quality of infant and toddler care as a prerequisite for the emotional well-being of children. Offers suggestions on how day-care providers can work toward understanding and generously meeting infant needs: hold and mold; be a responsive reciprocal partner; enhance noticing skills; learn ages and stages; apply developmental theories;…