In the United States there has been a recent movement to expand access to preschool for children aged 3 to 4 through "universal pre-k" in states that fund programs for all age-eligible students. This has caused an increasing number of preschool programs to be housed in public schools and led by principals who often have little or no…

The provision of a well-planned, modified, and articulated curriculum that would provide students with disabilities appropriate access to the general curriculum and effective instructional support is the thrust of this paper. The paper examined the various issues on the concept and objectives of special education and the role of a well-designed…

This report explores the extent to which states (and several large cities) are positioned to provide high quality preschool education on a large scale. States and cities that are already doing so or that could do so with modest improvements offer opportunities for advocacy to advance access to high quality early education as well as for rigorous…

Discusses the need for developmentally responsive middle level competitive sports programs that include awareness of sports injuries, psychological considerations, attrition in sports, and family pressures for students to become college and professional athletes. (JPB)

Differences between developmentally appropriate and traditional classroom practice include the following: integrated vs. separate curriculum, meaning-driven vs. skill-driven, incidental vs. explicit learning, heterogeneous vs. homogeneous grouping, ready now vs. getting ready, child-centered vs. teacher-directed, autonomy vs. heteronomy, previous…

Notes progress in mainstreaming special needs children in Australian schools. Describes how the Australian National Curriculum Profiles provide achievable learning outcomes that can serve as a guide for specialized and inclusive provision for special needs children. Notes strengths and weaknesses in the profiles, which cover English, math,…

The field of early childhood education has long been marked by intense controversy concerning appropriate curriculum and teaching methods and goals. This paper explores some implications of the traditional dichotomies of the field and suggests that while there are many reasons to resist the side that advocates formal academic instruction, it does…

From the academic--or instructivist--perspective, the young child is seen as dependent on adults' instruction in the academic knowledge and skills necessary for a good start for later academic achievement. This perspective is in direct contrast to the active and interactive curriculum assumed by proponents of the constructivist approach. This…

Presents four articles that examine the role of art experiences in early childhood education: "Educationally Appropriate Art Activities for Young Children," by Bernard Spodek; "Teachers and Children Together: Constructing New Learning," by Lella Gandini; "Fostering Experiences between Young Children and Clay," by Cathy Weisman Topal; and…

Asks theoretical questions about child development and how to define quality contexts for it in light of New Zealand's requirement that early childhood education meet quality criteria. Discusses principles that should underlie good programs, including a sociocultural theory of development and children's interactions with both teachers and peers.…

"Make Early Learning Standards Come Alive" provides help, support, and explanations of how to make early learning standards come alive in classrooms and programs. Easy-to-read charts show how different states define standards in each of the major content areas and how these standards can be addressed in the classroom. The book discusses how to:…

The purpose of this book is to operationalize--that is, make meaningful--the Guidelines for Appropriate Curriculum Content and Assessment, developed jointly by the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAESC/SDE) in 1991. The…

There is a growing consensus among educators that a major reason why traditional curriculum approaches have failed is that they are not based on knowledge of what is age-appropriate or individually appropriate for young children. This book provides practitioners with a practical framework for making curriculum effective and responsive for children…

Concerns about middle level education began early in this century and will continue to be discussed by researchers and observers well into the next century. This digest examines the evolving characteristics and goals of middle level education, especially in terms of the most recent statements of purpose by major organizations in the field. Noting…